Our Impact
Dunamis S.P.A.R.K.E! exists to provide inner-city, at-risk youths with opportunities to thrive. Student participants will gain opportunities to develop and pursue interests, varying in perspective, discipline, and scope as a means for becoming the change that they wish to see in their communities.
DS! seeks to demonstrate the positive effects of after-school enrichment programs and STEAM initiatives as they have been shown to lower the prevalence of gang violence and crime, generate an affinity for improved academic performance, inspire a greater sense of hope and positive regard for fellow citizens, and develop a greater affinity for inner-city/at-risk youths in pursuing careers in challenging STEM fields (Wright, 2011; Almas & Meszaros, 1997; Wang, 2013; Malcom & Malcom-Piquex, 2013).
By using an eclectic mix of strategies for reaching and engaging these youths, DS! will aid partnering schools with assisting their students in attaining success, longevity, and a sense of self-worth that is independent of his or her circumstance.
EFFECTIVENESS OF AFTER-SCHOOL PROGRAMS
Afterschool enrichment programs have been demonstrated to serve as catalysts for promoting academic achievement, affinity for success, interest in pursuing college degrees, and good decision making in inner-city, low-income youths who exhibit high potential (Miller & Gentry, 2010).
Such programs with an additional emphasis on arts enrichment have been proven to have a profound impact on the lives of those children and are linked with higher test scores in English Language Arts (ELA) and Mathematics (MetLife Foundation, Issue 56, 2012; Watts, et. Al, 2008).
Said programs have also been linked to promoting academia, dropout prevention, and decreased drug usage and associations with gangs/crime-related activities due to the increased level of exposure to positive role models, academic training, and self- esteem promotion (Sela & Cooper, 2014; MetLife Foundation, Issue 65, 2014).
EFFECTIVENESS OF STEAM INITIATIVES
Research on STEM program effectiveness has shown that student participants are positively influenced in such a way that they not only develop proficiencies in Science, Technology, Engineering, and Math disciplines, but they also become more productive contributors to society and their communities (NOYCE Foundation, 2014).
STEM programs “provide a different mode of intervention”, in that they allow for hands-on learning experiences, exposure to expert knowledge of mentors, enhance at-risk student affinity for critical thinking and the ability to conduct high-level research, improve student attitudes, and increase the likelihood of graduation (NOYCE Foundation, 2013).
Low-income, at-risk youth who participate in these programs subsequently perform better across all academic subjects and have also been shown to become better leaders of their peers academically and personally (Drane, et. Al, 2005).