The Rise Of The Urban Prep | YouthBuild Preparatory Academy

Today’s world is constantly changing. The development of technology and industry has changed everything – even compared to just a few decades ago.

So why do we remain stuck accepting centuries-old definitions of schools, and schooling? Preparatory schools are a great example of this.

Traditionally, preparatory schools were created to prepare young students for college. Usually, prep schools focused on preparing children for an Ivy League education – and traditionally, this is still their association.

We may think of prep schools as “stuffy”, or reserved only for the wealthy, and the upper class. But at YouthBuild Prep, we don’t believe in preserving these old definitions of preparatory school.

We’re part of a new “urban prep” revolution that’s spreading across the country. Learn more now. By focusing on useful, day-to-day skills as well as traditional schooling, we’re preparing a new kind of student for our modern world.

YouthBuild Preparatory Academy – A New Kind Of Prep School.

At YouthBuild Preparatory Academy, we’re often asked why students should choose us – and why we’ve chosen to adopt the “prep school” moniker. After all, we don’t look (or function) like a traditional preparatory school.

We’ve chosen to call ourselves a “prep school” because we want to take back this term. We’re disruptors and innovators – and we believe that our young people deserve an education that prepares them beyond secondary education.

The world is constantly changing, and we owe it to our students to give them an education that won’t just help them succeed in their college careers – but in the rest of their lives.

That’s why we’re not like other preparatory schools. We don’t just prepare students for college – although many of our students continue to post-secondary educational institutions.

We prepare students for life. Our students are taught personal and professional leadership, entrepreneurship skills through a social justice rigorous real-world culturally responsive project-based curriculum.  Many are afforded the opportunity to take advantage of  apprenticeships and internships in their chosen field of interest.

The current education system is quite lackluster in these areas. Most prep schools – and other schools, for that matter – only prepare students for life in school. By focusing on education as well as real-world skills, we bridge this gap, so that our students can be successful, no matter what career or educational path they choose.

We must not just observe the changes in our world. We must adjust to them. That’s our focus at YouthBuild Preparatory Academy. Our students are taught about innovation, and our forward-thinking programs prepare them for a life and career in our modern, competitive world.

We’ve Taken The Old – And Made It Brand New!

We’re proud to join the rise of the urban preparatory education movement, and the term “prep school.” By focusing on real-world skills, technical classes, and mentorship and apprenticeship programs, YouthBuild Preparatory Academy is truly taking the old “prep school” concept, and making it brand-new.

If you’re interested in learning more, please contact us now, or browse our website to learn more about our unique approach to prep school and preparatory education.

Stressed out: Ending an Insensitive Era

Riots. Murder. School Shootings. Suicides. Terrorism.

Every day, our televisions and radios inform us of the crime and violence bombarding our country. The exposure doesn’t stop there. With its ever-growing popularity, social media has become a prominent outlet for news. Nothing is kept secret with the internet these days.

Unfortunately, this also means nothing is kept safe from students.

Access to smartphones and the internet has led to an epidemic of exposure for students to see world news. There’s no way to protect them from the mental stresses caused by such news. While students may not discuss politics and world news as regularly as adults do, they’re still affected.

According to the American Academy of Child & Adolescent Psychology (AACAP), “research has shown that children and adolescents are prone to imitate what they see and hear in the news, a kind of contagion effect described as ‘copy cat’ events. Chronic and persistent exposure to such violence can lead to fear, desensitization (numbing), and in some children an increase in aggressive and violent behaviors”.

These negative impressions become more overwhelming for students who have direct ties to what’s happening in the news. This could be anything from the events taking place in their neighborhoods to death of a close friend or family member. Add this negative exposure to the everyday stress of puberty, growing up, and school expectations, and it’s no wonder NPR reports that since 2013, teenagers have reported stress levels exceeding those of adults.

Sensitivity to these common stress levels, however, are lacking in our current school system.

More individual teachers and administrators are being trained to psychologically handle major crises including anything from the death of a student to in-school tragedies. Schools handle these events differently based on resources, capacity, and culture, but often they include counseling services for students during these times.

However, what resources are available for students on a daily basis?

Mental health awareness is on the rise, but using this awareness to implement actual change is the next step to improving the mental well-being of students. We must be flexible and redesign our delivery models in schools to provide trauma sensitive, and responsive environments for our students.

So, what can individual schools, school districts, and the government do to assist in taking care of the mental health of their students?

Evidence-based programs need to be implemented in schools to help students understand the different ways stress can affect them, both physically and mentally. These programs can be one-time seminars but preferably full semester-long classes, depending on what the school sees fit. Associations like the National Association of School Psychologists (NASP) offer a variety of resources to assist schools in creating such programs. These programs can address anything from handling news reports on war and terrorism to handling grief and everyday stresses. Programs should be held in smaller groups to amplify the effect on the students.

The same resources need to be made readily available to parents. As NPR reported, “…parents have underestimated what their kids are feeling. This became apparent in 2009 when a Stress in America survey showed that parents had no idea the level of stress their kids were under. But parents are finally starting to notice”.

With parents noticing these stress levels, the next big step is in educating parents how to take care of their children's mental health better. The same resources offered by the NASP can be tailored to show parents how stress affects their children and what they can do to help. Often, parents don't seek professional help for their children because of the stigma surrounding mental health issues.  However, given the current crisis facing our young people, we must provide an environment where we remove this level of shame. Otherwise, we will lose our children. 

Moving forward, it’s also important for schools to understand the impact social media news has on students. There’s little that can be done to protect them from it, so why not help students face it by talking to students and helping them make sense of the news they’re seeing?

The AACAP stated, “…it is important to talk to the child or adolescent about what he/she has seen or heard. This allows parents to lessen the potential negative effect of the news and to discuss their own ideas and values. While children cannot be completely protected from outside events, parents can help them feel safe and help them better understand the world around them”.

Since students spend significant amounts of time at school, having a way to discuss news at school is important since students are going to talk about it on their own.

School districts should begin utilizing district-wide psychologists that are readily available for students. While individual school budgets may not allow for an on-site psychologist, having one available per district can help alleviate that problem. Having these services available creates a resource for students and parents alike; individual meetings with psychologists also allows for student evaluations to identify if students need more help. Keeping on top of this lets both schools and parents protect students from future traumatic events.

Nationally, the government needs to change the laws surrounding mental health help in schools. Laws and regulations play a key part in implementing programs to help schools and districts help their students. The government already identifies the importance of mental health awareness. Now, it’s important to push further than just the recognition.

Students are stressed out. There’s no denying that. It falls on the schools and the government to protect them and to help parents protect them too. This protection comes in the form of a stronger foundation of mental health care. After all, our future depends on the mental well-being of our current students.

Educational Impact: Why Student Voices Matter on School Boards

In spring 2016, the U.S. Census Bureau released a stunning figure: topping just over 75 million, the Millennial generation finally surpassed Baby Boomers in population. These young people, ages 18-34, are rapidly becoming America’s largest generation with an economic and political clout to match. But even though younger voters have been an instrumental part of political and cultural shifts in America over the last several years, there is one place young people are still fighting to be heard: school.

More Millennials have bachelor’s degrees than any other generation before them and, yet, whether you fall on the younger or older end of the generational spectrum can determine a lot about your student rights.

Since school boards were first established in Massachusetts in 1862, Americans have cultivated a rich history of democratic representation and local control in education. Whether a parent or a business owner, you have the chance to hold a direct voice in public and private schools of all kinds.
However, if you are a student, this choice often does not exist.

American school boards are filled with representatives from across the political spectrum at the state and local levels, but too often they have failed to include those directly affected by the choices of the board: students.

A few universities, traditional public schools, and charter schools have been testing student representation, but more often than not, students are the very demographic continuously lacking representation by their governing bodies. As a student, you simply don’t have a say in the decisions impacting your future. How fair is that?

Recently, one Rutgers faculty member raised this very concern. While the university’s Board of Governors had representation from interested parties and alumni, often these board members were 10-40 years removed from university life. The members were completely unaware of new problems affecting current students, such as the need for mental health services and basic changes in curriculum.

The same can be said for schools across America; and not just at the college level.
Over a 4-month period in 2016, U.S. Bureau of Labor Statistics (BLS) reported that nearly 21 million youth between 16-24 were employed in the U.S., and these numbers demonstrate the responsibility and influence young people have in their communities. That influence is only growing. So, why can’t these students – who are talented and hardworking enough to hold jobs - also have a voice and a vote when it comes to their education?

This lack of student rights across America raises concerns about the nature of our educational environment itself.

When economic and political interests can carry more weight on school boards than the concerns of students, it is evident that a democratic and student-centered approach to education is lacking. Allowing students to vote in the highest positions of school districts, university leadership, and traditional public or charter school governance demonstrates a strong commitment to student success.

Student representation brings forth fresh perspectives and on-campus knowledge otherwise unknown to school boards, but it also more appropriately reflects the vested interest young people have in their own futures and our American communities overall.

Solving The Problem Of Black Male Achievement – Less Talk, More Action

Solving The Problem Of Black Male Achievement – Less Talk, More Action

Today, we’ve reached a critical point in the Black Male achievement conversation – which means it’s time to stop having a conversation and start taking action. So far, there is no “perfect solution” that can guarantee the success of Black males in the US – the problems of pernicious institutionalized racism, poverty, and a system that’s built to victimize Black males are enormous.

But there is no longer any time to waste. The problems are worse than they’ve ever been before – as of 2014 only about 54% of Black students graduate from high school – and Black males in the twelfth grade have lower average reading test scores than any other ethnic or racial group.

The numbers don’t lie – even as colleges and high schools around the US boast about their exceptional achievements and the bright futures of their students, it is evident we are leaving our Black males behind.

It’s time to stop talking about how we can promote Black male achievement – and time to start taking action. Let’s discuss some novel strategies that could help promote Black male achievement, and have a serious impact on the issue of the “Black Male Achievement Gap.”

Force Schools And Administrators To Recognize The Problem – And Take Action

One of the biggest issues facing Black male achievement is that many schools – especially public schools – fail to acknowledge that Black males are uniquely discriminated against within the system.

Too often, we hear about Black males who are rejected by administrators. They’re written off as “bad seeds,” and sent directly to the “school-to-prison” pipeline. This is not a myth – it’s a fact and needs to be acknowledged as such.

Black males are 4x more likely than white students to be suspended, and over 70% of in-school arrests involve Black or Latino students. Not only that, Black males are 2x as likely to not complete high school – and 68% of all inmates in our federal prison system doesn't have a high school diploma.

We must break down this system of apathy, hate, and institutionalized prejudice. We must recognize that Black males are now more naturally prone to violence or misbehavior than any other group of students – they are products of their circumstances. Poverty, broken families, abuse – these stresses take their psychological toll on our Black youth.

We must force administrators and schools to acknowledge the problem of institutionalized racism – and set aside money for programs and initiatives that are specifically designed to increase the achievement of Black males.

Black male mentorship programs, Rite of Passage programming, and other after-school programs may not be the newest solution around, but they’re proven to work. Males that have participated in such programs have also experienced an increase in academic performance.  These programs are tailored directly to Black youth – and can have a dramatic effect on Black male student outcomes, and help us narrow the achievement gap.

Bring Black Male Students Together, And Present A United Front

Our young Black men in high school often feel targeted, victimized, or alone – and it’s critical that we take steps to solve this issue.

Black males must be taught the skills to navigate and advocate for themselves within the system.  They must take a united stand and say, “no more shall we be pushed to the side and made to feel invisible.”  A radical approach is needed, meaning getting down and understanding the root cause of the problems facing our young men.  Then force change within a system that appears partly invested in solving or improving the educational experience of these youth.  Often, lack of funding, time and capacity are excuses to continue the status quo.  But I ask, where are the education dollars going?  -- Not too many schools in our most economically depressed neighborhoods, not to recruit highly qualified teachers to teach our nations most disenfranchise youth and surely not to create pathways of opportunity for Black males who are facing a high probability of school failure.

We must create an environment that Black males feel welcomed, care for, loved and nurtured.  We must remove the mindset that all Black males are destined for failure.  We must empower our males to be an active participant in their education and make curriculum reflective of their culture and experiences.  I know this is difficult to do in most traditional school settings -- but here’s a thought experiment for you. Why can’t we have more schools that are specifically targeted to [I almost said “at-risk,” but “at-risk” makes it seem like it’s the student's fault] Black males or males of color for that matter?

After-school programs and community organizations can only do so much for our Black males. By implementing a specialized schooling system that focuses on educating and preparing Black males – and not on punishing them – we can arm them with the tools they need to narrow the achievement gap and succeed in life.

There are many of those who believe in the myth of “self-segregation” – and may not approve of this idea. However, the fact of the matter is that the inherent prejudice of the public and private school systems is the primary cause of much of the Black male achievement gap.

Yes, though no education system can be entirely free from failure, a school tailored specifically to youth of color could implement culturally responsive programs and classes that would provide a more engaging learning environment – and provide students with the tools they need to succeed in their life after school.

There Is No “Perfect Solution” – But That Doesn’t Mean We Can’t Act Now!

If we wait around discussing the issue of the Black male achievement gap until we find a perfect solution, we’re leaving our Black students behind. It’s just that simple.

So don’t wait for a perfect solution. If you’re an educator, administrator, or a member of the community, it’s time for action. Even if you can only help one Black male at a time, that’s enough.

We can’t leave our future leaders. If we work together, we can improve conditions for Black youth – and help narrow the opportunity gap for young Black men. The journey will be hard, and the obstacles may seem insurmountable – but our men are worth the investment.

Teacher Education Programs Don't Adequately Prepare Teachers For Urban Schools.

By Anthony L. Hubbard

So, you just graduated from a 4-year college with a teaching degree. You did some student teaching at a local suburban elementary school – but that’s not where your passion is. You’re interested in teaching at an urban school in the most challenging neighborhood.

Why?

Because  you want to make a difference. You want to change lives. You want to teach the kids who are the neediest and help them escape a terrible situation.

Or at least, that’s what you think you want. The truth is, most teacher education programs leave you unprepared to deal with the day-to-day reality of teaching in an urban school. To be completely honest, urban schools are a tough environment – for both teacher and students.

Poverty leaves its mark on every student – and many of them cope by turning away from teachers and authority figures.  They enter your classroom with distrust and guarded.  Many have suffered trauma that has gone untreated, while others don’t see the importance of education. 

So let us take a look at some of the most common things that surprise teachers who attempt to teach in urban schools, and discuss why education programs don’t adequately prepare teachers for this educational environment.

Relationships Are At The Core Of Your Ability To Teach

Here’s the thing about young people in urban schools – they’ve seen it all before. A white, middle-class teacher comes into their classroom, freshly out of college or Graduate school. They’re raring to go – and they want to have their “O Captain, My Captain,” moment with their class, and change their lives.

Then, as the year goes on, the teacher gets frustrated. The kids are cynical, mean, or ignoring them – and don’t seem to have any interest in learning. Teachers become snarky, disengaged and frustrated.  After a year, the teacher is so discouraged that he/she leaves – probably to teach in a charter school or a cushy suburban school.

The leaving of potentially great educators happens over and over again, and the reason is simple – relationships are more important in urban schools than anywhere else. If you want to have an effect on the lives of your students, you must connect to them on a personal level, and genuinely show that you care about them.

This is in contrast to the attitude that many first-time teachers enter with; the idea that their students need “saving,” and that they’re the ones to do it. Students don't need to be saved by you. They need to be empowered. Students in this environment don’t want your pity.  They want to feel normal.  And if you can connect with your students, be honest with them, and create a meaningful relationship, you will get through to them.

Conflict Is Normal – And You Need To Manage It

Poverty and the stress of life associated with it takes a severe mental toll – especially on developing children. Many kids will react by becoming combative and aggressive or withdrawing completely into their shells. These behaviors are especially prevalent in teenagers and pre-teens.

Most teacher programs have a minimal focus on conflict resolution skills. These programs operate in a sort of “bubble” where your classroom is obedient, respectful, and conflict-free – and this is never the case.

You’re going to need good conflict resolution skills. If the conflicts are minor and don’t escalate, it’s best to provide your students with the tools required to solve them on their own and act as a facilitator. Because if you rely on school administrators and school resource officers to solve the conflict, you’re going to alienate yourself from your students.

Some Things Are Out Of Your Control – And That’s Okay

There is no mistake that when you teach in an urban school, within a disenfranchised neighborhood, with students living in constant state of crisis - there will be things that are out of your control. You can’t make sure all of them have a warm bed to sleep in at night, clean clothes, or enough money for lunch. You’re not their savior, and you can’t do everything on your own.

But what you can do is teach. When students are in your classroom, you’re in control, and you really can make a difference if you persist, form great relationships, and connect with your students, you will be able to watch them improve – and that’s the best feeling you can have as a teacher.  Remember, the mission here is to equip your students them with a strong educational foundation that will give them a fighting chance of improving their life outcomes. 

Teaching In Urban Schools Is Hard – But Don’t Be Discouraged

If you’re looking to teach in an urban school, that’s great! I’m glad that you’re thinking about using your talents to reach young people who are disadvantaged, and who may lack a strong mentor or role model.

But it’s important that you understand that this will be difficult. There is a reason that some urban schools have a 3-year turnover rate of over 50% – most teachers are not properly equipped by their education programs to handle the stresses of teaching the nation’s most challenging students.

But if you understand that you’re a teacher – not a savior, that you must build relationships with each one of your students, and that you can encourage learning by facilitating an open, safe environment for your students, you’ll have a much better chance of success.  Make no mistake, there will always be students that latch on to you, and you will become their superhero, the cool teacher, their mentor - but just let it happen naturally. 

It will be hard. You may want to quit. But if you persist, you’ll be rewarded – and you’ll truly make a difference in the lives of your students.

Equity Over Grit, What Black Boys Need to Succeed in Our Schools

If you’ve been paying attention to what’s happening in our educational institutions, you’d probably have noticed the sudden attention to non-cognitive skills or  “soft skills” development. The idea here is that our boys, especially the ones from African-American background, need to adopt a mindset for growth and acquire “grit” to succeed in their endeavors.

On the surface, there is some truth to all of this. However, if you were to dig a little deeper, you would find that “grit” and a “good attitude” isn’t what black boys need. What they need is to be treated as equals.

Anything else is a glorified attempt at discrediting the racial prejudice that exists within the halls of our hallowed institutions.

More harm than good

The idea of grit is actually harming our young black men; quite contrary to how it has been portrayed. Ebony McGee, an Assistant Professor for Diversity and Urban Schooling at the Vanderbilt University, tells us that the concept of grit has only caused the black boys to suffer from psychological and physical ailments.

As part of a study, McGee found that many black students worked themselves to a point of illness only to avoid being tagged as intellectually inferior. The professor goes on to state that concepts such as grit overshadow the real issue here, which is societal racism.

In fact, one could go so far as to say that the prevalence of racism within educational institutions is what’s driving black boys to work harder than they need to.

Grit is a term that refers to the measurement of success through the instilling of specific characteristics that are deemed necessary for achieving goals. However, the concept of grit doesn’t factor in the discrimination that black students encounter on their way to success.

Resiliency is a great value, but, black students have the added burden of overcoming racism before they prove their intellectual worth.

In fact, studies show that ideas such as “grit” harm everybody. One study found that “grit” only makes people goal oriented at the risk of their individual well-being. When faced with tasks, “gritty” individuals force themselves to attain goals without even considering that there probably could be an easier solution or no solution at all.

To put it simply, grit forces people to keep going even when the risks outweigh the benefits.

The solution

Communities and concerned bodies from the arenas of education and politics must seek reforms in existing policies. Our black boys need support, not soft skills training.  The system needs to be fixed. There are programs out there that already help with this. Unfortunately, public schools aren’t a part of these efforts. 

So, let’s start by addressing the public school system. We need better teachers, qualified ones that can make a difference. Additionally, there need to be more scholarships and improvements within the public education setup. Nurturing environments must be created where African-American youth can thrive.

Students shouldn’t be told that they need to be more resilient. They need to be taught to question inequality and demand justice.

All the grit in the world cannot help one overcome barriers that are embedded deep into the system. It requires a collaborative effort from all sides.

Embracing Conversations about Race in Schools.

By Anthony Hubbard

Discourse about race dominates American life

'Race' is the ugly word that dominates American life in a near complete negative manner despite the fact that large portions of the country voted twice to elect an African American president. The term race forces us to confront horrid factors such as institutionalized discrimination, widespread poverty and paranoia, distrust and despair, criminal justice failings, police brutality, and widespread racial discrimination.

In the current scenario, conversations about race extend well beyond the plight of millions of blacks. It covers Latinos, Asians, Muslims, and several persecuted minorities. Open up a prominent national newspaper or switch on cable news, and you'll find several horrific news stories that ensure that racism remains an omnipresent conversational topic and with good reason. At most schools and colleges, we fail to sensitize America's children about race issues at an age when their minds are very vulnerable to internalizing subtle forms of racism. Successful classroom engagement is essential to reducing problems related to race in our society.

Educators must engage in race-related topics objectively

In urban settings, at times, it can feel like America exists as a post-racial society, and this is often the first myth that educators should dispense off with an evidence-based approach. Before engaging the classroom on the topic of race, teachers must gather all the facts that support their argument and methodically incorporate it into their classroom environment. Interracial conversations about race are bound to be dangerous and can go off track very quickly, hence, it is essential to be prepared with as much care as possible.

Engaging in conversations about race in your classroom could impact generations of individuals, as education is the only way we can end the racial differences at the core of our society. Colleagues may not be enamored about an educator's desire to talk about race, and confronting your colleagues about its importance requires a significant degree of courage and education.

Your courage could shape the way students think about race forever

Educators must understand that opening up a dialogue about race is far better than leaving it unsaid or unspoken. Having a direct, objective, and courageous conversation about race could positively impact the life of all your students. At the least, bringing up the topic in the classroom will provide it with legitimacy, and convey the importance of discussing it with students of all races.

It is important to repeat your points in a clear, lucid manner that definitively reiterates the core of your message. Repetition is one of the most important tools in the hands of educators, and it is vital to ensure that students hear what you are saying instead of what they think you may be saying. Clarity and engagement are the best things educators can provide to their students in such discussions. Reinforce factual information without resorting to gross generalizations and statement of biases. Provide students with the platform to air their views and encourage arguments that steer clear of emotional agitation and name-calling. Allow all students, not just minority students, to state what they feel so that you can understand how incorrect opinions can be altered for good.

Expect discomforting discussions and arguments

One factor educators cannot control is a student's previous engagement with racism, picked up from the world around them. Naturally, discussion of such a controversial topic is bound to lead to awkward and discomforting situations. As individuals, we are constantly socialized into differing views on race based on our external environment.  This can lead to excessive degrees of cognitive dissonance when one person's opinions do not align with the opinions of the surrounding others. As an educator, you must allow students to argue with you and each other without 'otherizing' the opposite views or views you may completely disagree with.

Educators may need to set basic standards for decorum before proceeding with a discussion about race. Elucidate to the students the importance of rational conversations based on facts and logic instead of emotional conversations based on inherent stereotypes and biases. Educators must strive to normalize the presence of differing perspectives before clearly imparting the fundamental mistakes behind certain views. When you are trying to explain to a student why, for example, constantly passing jokes about all blacks being thieves, is incorrect, you should not belittle a student, but expose the dangerous statements and very real statistics behind such statements. Make the intellectual appeal and not the emotional appeal.

Speak the truth and encourage students to do the same

Beyond all else, the truth requires absolute courage. Share your experiences with racism and its impact on individuals in your life. Share your truthful opinions even if it may be unpopular with colleagues and students. When educators share their honest opinions, their colleagues and students may be able to point out inherent misconceptions and mistakes.

Conversations about race can be a two-way learning experience and you may become aware of your incorrect beliefs and misconceptions, which may have seemed based on facts. The truth is capable of setting both you and your students free. Addressing honest misconceptions and incorrect opinions are much easier once heartfelt sentiments have been shared.

Accept a lack of closure

Conversations about race will typically provide no conclusion, and at the very least, competent educators can encourage students to think differently about long-held beliefs. As an educator, your primary job is to ensure that students are aware of the severity of the problem at hand and encourage them to empathize with the problems of millions of people around the country.

At the end, students should be able to realize that, classroom discussions cannot provide closure for burning issues that are not closed in the real world. At the very least, students must be sensitized to the plight of racial minorities, and as a result of your discussion, they could be encouraged to seek tangible solutions to the multi-faced problems at hand.