Chat with us, powered by LiveChat This final project is a reflection of all of the previous assignments that were done this semester. The instructions for the assignment is below *final project. I put other as | WriteDen

This final project is a reflection of all of the previous assignments that were done this semester. The instructions for the assignment is below *final project. I put other as

This final project is a reflection of all of the previous assignments that were done this semester. The instructions for the assignment is below *final project. I put other assignments below that were previously done so that you will know the topic and have an idea of what to put in the paper. 

College of Liberal Arts and Social Sciences Department of Political Science and Public Affairs

PADM 6840: Research Methods for Public Administration Fall 2022

Final Project

Instructions

Using the template as a guide, prepare a written report summarizing the planning and expected outcomes of your proposed research topic/project, incorporating any revisions or clarifications as indicated on instructor’s feedback from earlier class activities, lab exercises and assignments. Incorporate expected project outcomes, conclusion and project timeline. Note: Utilize the work you already submitted in the previous sessions. Do not forget your references. All written work should be submitted in MS Word/PDF format on D2L Dropbox.

Final Report Rubric

Criteria Ratings Pts

Introduction (0.5-1 page): Background and statement of research problem; explains justification for the study; explicit statement of project objectives/research questions and purpose of the study; boundaries are clearly delineated.

3.0 pts

Project Background/Information (2 pages): Description of project context and background literature review. [Detailed review of relevant literature from the previous selected articles] 5.0 pts

Approach/Method (1page): Description of project design; sampling procedure and selection of subjects (if applicable); data collection methods, tools and techniques; ethical considerations; justification for method of analysis, appropriate to the nature of the data to be collected; effective summary and presentation of evidence.

4.0 pts

Expected Outcomes and Conclusion (1page): Discuss the expected outcomes in regard to the project objectives/your research questions; review the potential significance of research project – the potential implications and applications of the outcomes; describe any expected project limitations.

3.0 pts

Project Timeline (0.5-1 page) 2.0 pts

References and citations are complete and consistent. 2.0 pts

General Style: Attention to overall readability (grammar, spelling, flow). Do not forget Project Title 1.0 pts

Total Points: 20.0 pts

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Running Head: NONPROFIT TUTORING ORGANIZATION

NONPROFIT TUTORING ORGANIZATION

Nonprofit tutoring organization

Student’s na

Institutional affiliation

Introduction

Nonprofit tutoring organizations provide assistance and support to people who need it. These organizations exist in many fields, including education, health care, community development, and social services. Nonprofit tutoring organizations are usually formed by nonprofit groups or individuals who want to help improve the lives of children from poor communities (Levy, 2018). Nonprofit tutoring organizations may receive funding from government grants or donations from individuals and corporations.

Nonprofit tutoring programs are run by volunteers trained in academic skills such as reading and writing. Tutors are hired on an as-needed basis, typically by a community organization that provides funds for tutoring services. Most nonprofit tutoring agencies provide services in summer or after school hours only.

Key stakeholders in NTOs

The government and non-government organizations establish nonprofit tutoring organizations (NTOs) to provide educational services to the school-age population. A board of directors governs NTOs, usually composed of members from the community and the NTO (Yung, 2019). The board is responsible for managing the organization's budget, determining its goals and objectives, hiring staff, and developing policies that govern operations.

The role of critical stakeholders, such as the government, in establishing nonprofit tutoring organizations for children from poor communities. The government funds nonprofit tutoring organizations to help them meet their goals and objectives. The government also supports policies that benefit children from poor communities through programs such as Early Reading First, which provides books and resources to teachers in low-income schools who teach beginning readers.

How can starting a nonprofit tutoring organization help children in high-poverty areas?

The role of nonprofit tutoring organizations in the United States is to provide free tutoring services to low-income families. The Centers for Disease Control and Prevention (CDC) has estimated that more than 50 million American children whose parents' education has been left behind. One of the significant contributors to this problem is poverty. A child's education directly impacts their future, so they must be able to stay engaged in school.

The role of nonprofit tutoring organizations in the United States is to provide educational services to children who have difficulty with essential reading and math skills. Tutoring organizations can target their services to specific populations, such as children living in low-income areas. It is essential for tutoring organizations to provide educational services at an affordable cost because many parents cannot afford private tutors or other forms of extra help to ensure their children get enough education.

In order to help these children, nonprofit tutoring organizations are very effective at engaging them in academic activities. These organizations typically offer free academic assistance in reading, writing, and math. They also provide information about different ways of learning and how much time it takes for students to learn new skills.

Volunteer opportunities are an excellent way for individuals to get involved with their community and make a difference. Volunteers can tutor students, provide tutoring services, help with fundraising efforts, and much more. In addition to volunteering their time, volunteers can also have an opportunity to learn about the needs of children in the community. It is because volunteers will be able to interact with these children daily through their volunteer activities Coombs (Richardson, Vafa & Litton, 2017). As a result, they will gain insight into how they are doing at school and what it would take to succeed. For example, suppose a volunteer has made it a goal to tutor one student who has struggled with math all year long and knows that this child needs extra help during homework. In that case, this individual may be motivated enough to continue helping this child throughout the year so he or she does not fall behind in school again. This interaction between volunteers and children could lead to more positive outcomes for both parties involved.

The nonprofit tutoring organization can create programs that teach children how to interact with each other in positive ways through games and activities that promote positive behavior and relationships among classmates (Olszewski-Kubilius & Corwith, 2018). It will help children learn how to treat each other so they do not become victims of bullying or harassment by other students who may not understand what it means when someone says no or stops.

Nonprofit tutoring organizations can help children in high-poverty areas by educating parents about school policies, procedures, and healthcare management for their children. Educating parents on the health and safety of their children is a crucial step in decreasing childhood obesity rates. Many low-income families do not have access to adequate healthcare, which can lead to an increased risk of childhood obesity. By educating parents on the importance of installing exercise equipment in their homes, as well as m and ensuringildren have access to healthy food options at home, nonprofit tutoring organizations can help decrease childhood obesity rates.

Nonprofits can also partner with businesses to encourage higher education among youth. Businesses are often willing to donate products or services for recognition from customers who take advantage of these services. By partnering with local businesses, nonprofit tutoring organizations can encourage more students to pursue higher education by offering rewards for customers who complete an online class or internship through their organization.

Nonprofits give students a voice in the community by providing them with a platform to share their ideas, thoughts, and concerns. A nonprofit tutoring organization can allow students to learn about community issues and have a voice in making changes that will benefit their community. The students will feel empowered knowing they can make a difference and make sure that their voices are heard on issues that affect them.

Conclusion

Every community's role is to support education among children from poor areas. Many nonprofit tutoring programs in the United States notably support poor children from minority communities. For example, City Year New York is a nonprofit tutoring organization that provides after-school programs to children living in New York City's high-poverty areas. The organization also works with schools to create partnerships between schools and community organizations to increase success rates for students from low-income families.

The organization was founded in 1999 by former New York City Mayor Michael Bloomberg. It is one of many nonprofits that have helped address the achievement gap between low-income students and their more affluent peers through mentoring programs, after-school activities, summer enrichment programs, college prep classes, and other initiatives (Eldemire-Smith, 2018).

City Year New York recruits college graduates to serve as mentors for elementary school students in their communities for one year at a time. Mentors teach students how to read and write using phonics, help them complete homework assignments, and provide additional support when they struggle with schoolwork or life issues. It helps give students access to a world beyond their neighborhood that they might not otherwise have access to if they live in an urban area without access to public transportation or other resources needed for success.

References

Coombs Richardson, R., Vafa, S., & Litton, F. (2017). Educating children in poverty.  Kappa Delta Pi Record53(3), 116–119. https://doi.org/10.1080/00228958.2017.1334475

Eldemire-Smith, J. (2018). Forecasting the Implications of Charter School Legislation in Kentucky: The Economic Impact of Charter School Programs and a Suggestion For the Model Charter School.  JL & Educ.47, 283.

Levy, R. A. (2018). The Intersection of Economic Disadvantage and Race and the Expanded Role of Parent-Led School-Supporting Nonprofit Organizations in K-12 Public Schools in the Richmond, Virginia, Metropolitan Area: A Mixed Methods Approach. https://doi.org/10.25772/PTZJ-M092

Olszewski-Kubilius, P., & Corwith, S. (2018). Poverty, academic achievement, and giftedness: A literature review.  Gifted Child Quarterly62(1), 37-55.

Yung, K. W. H. (2019). Learning, teaching, and researching in shadow education in Hong Kong: an autobiographical narrative inquiry.  ECNU Review of Education2(1), 64-76. https://doi.org/10.1177/2096531119840871

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Running Head: NONPROFIT TUTORING ORGANIZATION 1

NONPROFIT TUTORING ORGANIZATION

Annotated Bibliography

Traneka Wilson

November 28, 2020

Coombs Richardson, R., Vafa, S., & Litton, F. (2017). Educating children in poverty.  Kappa Delta Pi Record53(3), 116-119. https://doi.org/10.1080/00228958.2017.1334475

The article discusses how the authors used their experience to create a nonprofit tutoring organization that provides small scholarships to students in high-poverty areas. They suggested that starting such an organization can help reduce poverty because it offers small grants to students with demonstrated education needs. The author also discussed how these small grants encourage parents to send their children to school and acquire their highest academic achievement. Nonprofit tutoring organizations can help poor children by providing them with extra educational resources. When children do not have access to a tutor or school, they need someone else to help them succeed in their studies since there is no other way for these children to achieve a good education.

The authors point out that Nonprofit tutoring programs assist in monitoring the education progress in Early Childhood Programs among children in low-income families. A nonprofit tutoring program is a school-based program that provides tutoring to students at risk of falling behind their peers in academic achievement or who have already fallen behind. The program provides intensive one-on-one instruction to help students prepare for exams and assignments. In addition, nonprofit tutoring programs offer services such as homework help, reading remediation, and other specialized learning opportunities such as speech therapy.

Levy, R. A. (2018). The Intersection of Economic Disadvantage and Race and the Expanded Role of Parent-Led School-Supporting Nonprofit Organizations in K-12 Public Schools in the Richmond, Virginia, Metropolitan Area: A Mixed Methods Approach. https://doi.org/10.25772/PTZJ-M092

The study sought to understand how nonprofit organizations can help bridge gaps between white families and people of color, who are often at odds with each other over educational equity issues. The author conducted a mixed methods analysis of the impact of these organizations on family life, school success, parent engagement, and child development outcomes among low-income students in Richmond Public Schools (RPS). The author found that parental involvement with nonprofits helped to reduce racial disparities in school achievement among high school students from all racial groups. However, parents with lower levels of education were less likely than others to participate in nonprofit activities or have access to information about them.

The first section of this article discusses how various nonprofit organizations, such as tutoring agencies and parent empowerment groups, have expanded their services to include after-school programs for students who need extra help with homework or tests. The author states that parents are increasingly involved in supporting their children's academic success by volunteering with nonprofit organizations that offer tutoring services to public schools across the Richmond metropolitan area. The second section of this article discusses how these parent volunteers work together to create a community atmosphere at their organizations where students feel comfortable asking questions about schoolwork or asking for help when they need it most.

Yung, K. W. H. (2019). Learning, teaching, and researching in shadow education in Hong Kong: an autobiographical narrative inquiry.  ECNU Review of Education2(1), 64-76. https://doi.org/10.1177/2096531119840871

The article is an autobiographical narrative inquiry of Yung, a tutor at a nonprofit tutoring organization in Hong Kong. It discusses the challenges of being an educator in the shadow education system and how they affect their work and daily life. The author also describes how they overcame these challenges through their passion for education and dedication to providing quality tutoring services to students who cannot afford private tutors. The author discusses how she came from a family where her parents owned small businesses and never finished high school. After graduating from secondary school, she studied English literature at the University of Hong Kong.

The author decided that she wanted to pursue a career in teaching because it was something she had always enjoyed doing. However, due to financial constraints, she could not get a job as a teacher right away; instead, she worked as a staff member at another NGO that provided language assistance services for students with special needs. During this period, she learned about the lack of resources available for teachers who wanted to work in public schools or universities. Therefore, she decided to become an educator to help other teachers overcome these difficulties by sharing her experiences and knowledge of what it takes.

References

Coombs Richardson, R., Vafa, S., & Litton, F. (2017). Educating children in poverty.  Kappa Delta Pi Record53(3), 116-119. https://doi.org/10.1080/00228958.2017.1334475

Levy, R. A. (2018). The Intersection of Economic Disadvantage and Race and the Expanded Role of Parent-Led School-Supporting Nonprofit Organizations in K-12 Public Schools in the Richmond, Virginia, Metropolitan Area: A Mixed Methods Approach. https://doi.org/10.25772/PTZJ-M092

Yung, K. W. H. (2019). Learning, teaching, and researching in shadow education in Hong Kong: an autobiographical narrative inquiry.  ECNU Review of Education2(1), 64-76. https://doi.org/10.1177/2096531119840871

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