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On a random day in March, the sun shone, and the sky was bright and blue, unlike the blank nothing of the winter air. The 75-degree weather came from nowhere, and the brisk cold of Chicago was somehow dissipated.
People around the city went from being bundled up in winter coats, to being hat and gloveless, with only long sleeves on. Winter jackets were nowhere to be seen, and it felt like an early spring.
While we might be accustomed to Chicago’s unpredictable weather, there’s more to these sudden shifts than meets the eye. As we head into spring and prepare for upcoming activities with the children at HOPES Sites, such as the much-anticipated zoo trip in May, we’re reminded that these erratic weather patterns are linked to much larger, global shifts.
Understanding Global Warming and Its Effects on Weather
After this shift in weather, we found ourselves back indoors, and wondering how we could explain this phenomena of weather to the children. Why in Chicago can it one day go from bright sun and warm air to frigid cold? What we noticed was, when the weather decided to be nice out, people seemed more excited than anything. Suddenly, a day later, everything seemed to change. It was back to being cold outside and the excuse was, “It’s just Illinois weather.”
Despite Illinois’ janky weather patterns, the reason might be a little deeper than you think. The Earth’s weather patterns in general should cause a fright for everyone. This roller coaster of temperatures is just a sign that global warming is directly affecting every person, everything, and every area as I type this blog.
Our Role in Educating and Inspiring Change
As we prepare for Earth Day on April 22nd, it’s essential to remember that awareness and education are key to combating climate change. At HOPES Sites, we’re focused on educating the next generation about the importance of protecting the planet. In recent weeks, the children have participated in activities designed to teach them about sustainability and environmentalism.
One of the highlights was the creation of grass seed chia pets, an interactive way for the kids to learn about gardening and the life cycle of plants. These activities not only introduce them to the joy of nurturing life but also provide a hands-on understanding of how our environment works. Alongside these projects, we’ve read books that explain the environmental crisis in an age-appropriate way, ensuring that even young children can grasp the urgency of protecting our planet.
At HOPES, we believe that every small effort—whether it’s reducing waste, conserving water, or planting a tree—adds up. By teaching kids about the environment and showing them how they can take action, we’re empowering them to make positive changes that will benefit our planet for years to come.
As we celebrate Earth Day, let’s remember that while the challenges of climate change are vast, the solutions are within our reach. Together, we can help raise awareness, educate the next generation, and take small but meaningful steps toward creating a more sustainable world.
Ensuring that shelters provide nutritious meals tailored to the dietary needs of children is essential for their health and development. Unfortunately, this isn’t always the case. Children in shelters often face poor nutrition due to inadequate meal planning and a lack of resources for balanced diets. Studies have shown that shelter meals are often high in fat and low in essential nutrients, putting kids at risk for long-term issues like obesity and malnutrition (Koh et al., 2015). For example, research from San Francisco revealed that meals in shelters were seriously lacking in fiber, calcium, potassium, and vitamins A and E, while containing too much fat (Koh et al., 2015). These nutritional gaps can negatively affect children’s physical and mental growth, highlighting the urgent need for shelters to step up and prioritize healthy meals.
Many people don’t realize just how much proper nutrition impacts every part of a child’s life, from their overall health to how well they perform in school. One study on a nutrition education program for kids in urban homeless shelters found that better nutrition isn’t just about food—it’s about giving children the tools they need to thrive (Rodríguez et al., 2013). When kids eat nutritious meals, they’re more likely to focus, learn, and grow in ways that set them up for success later on.
This is why having nutritionists and structured programs in shelters is so critical. Research shows that involving trained professionals in meal planning can make a huge difference in improving the quality of food served. These programs can also include counseling and education for both kids and their caregivers, teaching families how to build balanced diets even within the limitations of shelter life (Coufopoulos et al., 2012). On top of that, implementing standardized nutrition guidelines could go a long way in reducing the health disparities homeless children face (Wetherill, 2023).
In the end, it all comes down to this: shelters need to provide meals that truly supportkids’ nutritional needs. Doing so not only helps them grow and stay healthy now but also lays the groundwork for a better future. By focusing on nutrition and offering comprehensive dietary programs, shelters can play a powerful role in breaking the cycle of poverty and poor health that so many families struggle with.
When living in the third largest city in America, one can expect to be exposed to unhealthy air and questionable environmental conditions. Yet, how does exposure to environmental degradation affect Chicagoans differently? According to research done by the Department of Population Health at NYU School of Medicine, Chicago has the largest gap of the 500 American cities tested in life expectancy across different socioeconomic neighborhoods (Gourev
itch 2019). In other words, residents in Chicago’s wealthiest neighborhoods are expected to live 30 years longer than those in more economically deprived and racially segregated ones (Gourevitch 2019). Despite the numerous reasons that may be attributed to such a large gap, the intense pollution in Chicago’s West and South side neighborhoods are difficult to ignore when analyzing the drastic differences in life expectancy.
Disease, illness and decreased quality of life occurs when people are faced with pollution and poor water quality, which many Chicagoans are. The National Institute of Environmental Health Sciences reported that poor air quality is associated with a greater likelihood for cancer, cardiovascular disease, respiratory disease, obesity and more (National Institute of Environmental Health Sciences). This is especially significant for children. A study that sought to investigate students’ health by surveying Michigan public schools and their proximity to air pollutants found that schools located in the most air polluted areas had the lowest attendance rates (Mohai et al. 2011). The effects of pollution–especially air pollution–are evident. These Chicago residents are revoked of clean air when industry occupies their communities, like in the 2022 case of General Iron.
In South and West side neighborhoods, community members are constantly advocating for their right to a safe environment. After General Iron announced their plan to relocate their metal-shredding facility from Lincoln Park to an area on the Southeast side, protestors immediately fought back, claiming that they could not handle anymore pollution (Chase 2022). The community complaints lead to a lengthy investigation by the U.S. Department of Housing and Urban Development (HUD) into the city of Chicago’s abuse of Black and Latinx residents’ civil rights. HUD found that the city of Chicago violated these rights by conducting unlawful planning based in discriminatory practices (Chase 2022). In October 2023, General Iron’s wish to build their new operation was rejected and as of August 2024, the permit denial has been upheld by Judge Allen Walker (Chase 2024). Due to community activism, HUD intervened, thereby threatening millions of federal housing funds for the city of Chicago (Chase, 2022). This case study demonstrates how the work of residents and activists were catalysts for true change, a mission that continues to be upheld by various local environmental organizations in Chicago.
Organizations like the Chicago Environmental Justice Network strive to combat such inequality. Through their web of environmental justice groups, members advocate for policy reformation, community education and the exchange of ideas on how to fight against environmental racism in the city. People for Community Recovery (PCR) is an organization that participates in this coalition. PCR focuses their efforts on the communities affected by “The Toxic Donut”, the neighborhoods of Riverdale and Altgeld Gardens on the southeast side of Chicago that is completely surrounded by landfills, industry and polluted water sources (People for Community Recovery). Not only does PCR initiate programs dedicated to economic development and safe and affordable housing, but they supply crucial aid to community members. From roof repairs to resources for tenant rights, PCR is a staple for community development and environmental advocacy on the south side of Chicago.
As demonstrated by the ruling of the HUD, the city of Chicago is susceptible to racial and ethnic discrimination within their city planning. Therefore, defending the rights to health and safety is crucial for communities everywhere. Communities across the city of Chicago must continue holding aldermans and city officials accountable in order to guarantee the prosperity of everyone–especially those vulnerable to environmental racism. By continuing to pressure the city of Chicago to respond ethically to such issues, we cultivate a culture of equity and respect both locally and nationally.
References:
Chase, B. (2022). HUD accuses city of Chicago of environmental racism by moving polluters to Black, Latino neighborhoods. Chicago Sun-Times. Retrieved 15 August 2024.
Chase, B. (2024). General Iron operating permit rejection by city of Chicago upheld by judge. Chicago Sun-Times. Retrieved 17 August 2024.
Gourevitch, M. (2019). Large Life Expectancy Gaps in U.S. Cities Linked to Racial & Ethnic Segregation By Neighborhood. NYU Langone Health. Retrieved 15 August 2024. https://nyulangone.org/news/large-life-expectancy-gaps-us-cities-linked-racial-ethnic-segregation-neighborhood
Mohai, P., Byoung-Suk K., Lee S. & Ard K. (2011). Air Pollution Around Schools is Linked To Poorer Student Health and Academic Performance. Environmental Challenges for Health 30(5). https://doi.org/10.1377/hlthaff.2011.0077
National Institute of Environmental Health Sciences. (n.d.). Air Pollution and Your Health. Retrieved 15 August 2024. https://www.niehs.nih.gov/health/topics/agents/air-pollution#:~:text=Public%20health%20concerns%20related%20to,neurological%2C%20and%20immune%20system%20disorders.
People for Community Recovery, (n.d.). Riverdale. Retrieved 15 August 2024. https://www.peopleforcommunityrecovery.org/our-community/riverdale
Resources:
People for Community Recovery:
https://www.peopleforcommunityrecovery.org/
(773)840-4618
Chicago Environmental Justice Network:
(773)475-7732
Chicago set a record high temperature on Monday June 17th, with a temperature 16 degrees above normal as record breaking heat has become increasingly common in the city. As the effects of climate change continue to be felt by Chicagoans and humans across the globe, summers can only be expected to get hotter.
Urban Heat Islands “occur when cities replace natural land cover with dense concentrations of pavement, buildings, and other surfaces that absorb and retain heat. This effect increases energy costs, air pollution levels, and heat-related illness and mortality” according to the United States Environmental Protection Agency. Chicago could see up to 30 more days per year with temperatures above 100 degrees with continued high greenhouse gas emissions. Heat Islands can disproportionately affect those living in historically low income neighborhoods, including most of the families that participate in our Chicago HOPES for kids after school programs. As part of our Chicago HOPES network it is important to understand the impacts of Urban Heat Islands and what can be done to mitigate their effect.
Impacts of Urban Heat Islands
Increased Energy Consumption: Urban areas are typically densely covered in non-permeable surfaces like roads, sidewalks, and buildings, with few trees and little vegetation. As temperatures increase, heat is absorbed and reflected by the non-natural surfaces resulting in surface temperatures that can be 15 to 20 degrees warmer than surrounding areas. These higher surface temperatures cause air conditioning units to work harder to cool buildings, and while doing so consume more energy resulting in increased greenhouse gas emissions. During peak energy demand, typically on summer afternoons, heat island effects increase the strain on the electrical grid and may cause municipalities to implement rolling blackouts in order to prevent power outages.
Elevated Emissions of Greenhouse Gasses: To supply the power for increased demand on air conditioning units during heat island effects, companies typically rely on fossil fuels to supply the power needed. Heat island effects, themselves exacerbated by climate change and increased temperatures, in turn cause greater greenhouse gas emissions and further the effects of climate change. Additionally, greater greenhouse gas emissions can increase urban air pollution. In 2023, Chicago experienced the second highest level of air pollution among major US cities. Urban heat islands will continue to exacerbate the impact air pollution has on the health, educational, and economic outcomes of city residents and children in particular.
Compromised Human Health: Heat-related mortalities are the leading cause of weather related deaths in the United States, despite being preventable. Urban heat island effects lead to an increase in heat-related deaths and heat-related illnesses like heat exhaustion, heat cramps, and non-fatal heat stroke. Heat islands disproportionally affect the health of older adults, young children, and low-income populations:
Heat Island Effect Mitigation
Local governments and municipalities can employ several strategies to reduce the increased surface temperatures that result from urban heat islands in tandem with efforts to raise awareness of residents that may be impacted. The implementation of early warnings of extreme heat to residents and availability of cooling centers are one way a municipality can protect the safety of residents while heat island effects are being experienced. The primary methods to mitigate heat island effects in the long term are as follows:
Increasing tree and vegetative cover: On average, urban forests have temperatures three degrees lower than surrounding areas, as trees and vegetation lower surface temperatures by providing shade. Through a process called transpiration, they absorb water through their roots and release the vapor through their leaves, further cooling surrounding areas. In addition, trees and vegetation can decrease pollution by lowering air conditioning costs, and store carbon dioxide from the air. They improve water quality by storing and filtering runoff and treeshade can slow the deterioration of pavement. Trees cover just 19% of the area of Chicago, while by comparison Atlanta boasts 47.9% coverage. According to a 2010 editorial Chicago has lost 10,000 more trees than it has planted each year on average.
Installing green roofs and cool roofs: Green roofs, or rooftop gardens, provide shade, remove heat and lower temperatures of the surrounding air through the same processes as trees and vegetation. Green roofs can be 30-40 degrees cooler than traditional roofs and reduce city-wide temperatures by 5 degrees. Cool roofs are made of highly reflective materials that remain cooler than other materials in peak temperatures. While both are effective strategies for reducing heat island effects, green roofs also absorb stormwater and carbon dioxide from the air while connecting residents and wildlife to the built environment through green space.
Installing cool and permeable pavements: While conventional pavements can absorb 80-95 percent of sunlight, cool pavements use additives to create a surface that reflects solar rays. Permeable pavements absorb less heat than traditional pavement by containing pores that allow water to drain and evaporate, retaining runoff and cooling the ground level surface temperature.
In summary, as the effects of climate change continue to be witnessed, it is important for cities to acknowledge and prepare for increasing instances of extreme heat. Chicago lacks the tree canopy needed to sufficiently mitigate the strain on the electrical grid that will result from increased heat island effects. In addition, many of its most vulnerable residents are at risk of heat-related illness and death due to housing instability and a lack of access to air conditioning. If the city wants to ensure a sustainable and safe future for its residents, a concerted effort to plant more shade trees and surface vegetation should be made, with potential incentives for homeowners and businesses to install green roofs.
References:
U.S. Environmental Protection Agency. (n.d.). Reduce urban heat island effect. U.S. Environmental Protection Agency. Retrieved June 28, 2024, from https://www.epa.gov/green-infrastructure/reduce-urban-heat-island-effect
U.S. Environmental Protection Agency. (n.d.). Learn about heat islands. U.S. Environmental Protection Agency. Retrieved June 28, 2024, from https://www.epa.gov/heatislands/learn-about-heat-islands
U.S. Environmental Protection Agency. (n.d.). Heat island impacts. U.S. Environmental Protection Agency. Retrieved June 28, 2024, from https://www.epa.gov/heatislands/heat-island-impacts
Cool pavement. (2024, June 28). In Wikipedia. https://en.wikipedia.org/wiki/Cool_pavement
Green, M. (2023, June 12). Chicago prepares for rising summer temperatures. Axios. https://www.axios.com/local/chicago/2023/06/12/chicago-summer-temperature
Friends of the Chicago River. (n.d.). Restore Chicago’s tree canopy. Friends of the Chicago River. Retrieved June 28, 2024, from https://www.chicagoriver.org/blog/celebrate-margaret-frisbie-s-20th-year-at-friends/6/restore-chicago-s-tree-canopy
Trees Atlanta. (n.d.). Urban tree canopy study. Trees Atlanta. Retrieved June 28, 2024, from https://www.treesatlanta.org/resources/urban-tree-canopy-study
While the focus this time of year for many students is the end of the school year and graduation, students behind Northwestern University Dance Marathon (NUDM) are already busy at work planning for the return of the event next spring.
First up on the agenda is selecting a new primary benefactor. This week, organizers announced a new primary beneficiary for the year-long fundraising efforts — Chicago HOPES for Kids. Chicago HOPES is a nonprofit that provides educational and holistic support to Chicago students experiencing homelessness. Volunteers work with students for a minimum of two hours each day. They help students complete their homework and provide one-on-one literacy support.
“We are really excited about the potential of this partnership and seeing how students engage with the beneficiary,” said Irene Martinez, NUDM 2025’s managing and engagement director.
Sammie Hesekiel, NUDM’s managing and student director echoed the excitement and added “it’s something really unique because Chicago HOPES helps the cause of homelessness while focusing specifically on education.
”The Evanston Community Foundation (ECF) will serve as NUDM’s long-term beneficiary for its 28th consecutive year. ECF ensures that Evanston thrives by funding local grants to deserving individuals, families and organizations.
Fundraising efforts for the 51st annual Northwestern University Dance Marathon are already underway. A date and location for the 15-hour event will be announced in the fall.
In the realm of education, afterschool programs emerge as vibrant hubs where learning, enjoyment, and personal development intersect seamlessly. They transcend the conventional boundaries of classrooms, acknowledging their fundamental significance in shaping the paths of the upcoming generation.
Afterschool programs serve as indispensable extensions of the school day, furnishing a secure and organized setting for students. Customized to accommodate diverse requirements, they furnish academic reinforcement, skill enhancement, and enrichment pursuits. Significantly, they address academic and socio-emotional needs, particularly among economically challenged families, providing reassurance to working parents (Afterschool Alliance et al., 2020).
These programs play a crucial role in tackling alarming statistics: Over 15 million students—approximately 3.7 million of whom are in middle school—are left unsupervised between 3 and 6 p.m., prime hours for juvenile delinquency and risky conduct (Afterschool Alliance et al., 2020). By offering a supportive environment during these times, afterschool programs steer students away from negative influences, while also acting as bridges between families and community resources. They often furnish essential snacks or meals, alleviating stress for working parents. Additionally, afterschool programs wield a profound influence on academic achievements, school attendance, and socio-emotional learning, especially benefiting underprivileged students by narrowing achievement disparities and enhancing college and career readiness skills among older adolescents (Vandell et al., 2007).
Furthermore, the advantages of afterschool programs extend beyond academic accomplishments. Studies indicate they cultivate positive behaviors and aspirations for higher education, contributing to a culture of academic distinction (Smink & Expanded Learning & Afterschool Project, 2013). Moreover, they diminish tardiness, reduce dropout rates, and mitigate juvenile delinquency and substance abuse (Council for a Strong America, 2019). Afterschool programs can also promote community engagement and social cohesion by engaging the community in planning and activities, fostering collaborative projects, celebrating diversity, integrating service learning, hosting events, forming partnerships, emphasizing community-based learning, implementing peer leadership programs, encouraging parent involvement, and maintaining open communication channels. These endeavors aid in forging stronger bonds between students, families, and the wider community, fostering a sense of belonging and civic duty. Through community-oriented objectives and initiatives, youth discover a sense of empowerment and healing as they recognize their capacity to effect positive change (BUILD, Inc., 2023).
Despite their myriad advantages, financial limitations often hinder access to afterschool programs, disproportionately affecting low-income households (Afterschool Alliance et al., 2020). One recommended approach to support and expand afterschool programming is through Policy Advocacy Coalitions. These coalitions, comprised of educators, parents, and advocates, collaborate to advocate for increased funding and support for afterschool programs at the state level (California Afterschool Advocacy Alliance (CA3), n.d.). Through grassroots mobilization, public awareness campaigns, and legislative lobbying endeavors, the coalition endeavors to secure additional resources and policy alterations that broaden access to quality afterschool programming statewide.
In conclusion, afterschool programs serve as catalysts for positive transformation, empowering youth, aiding families, and fortifying communities. Recognizing the pivotal role these programs fulfill is essential for nurturing the leaders of tomorrow and constructing a brighter future for all. By investing in afterschool programs, society invests in the potential of its youth, ensuring they are equipped with the skills, support, and opportunities requisite to thrive in an ever-evolving world.
References:
Afterschool Alliance, Edge Research, Burness, Anthony, K., Blyth, D., Chung, A.-M., Colman, A., Gwaltney, R., Hall, B., Sari, P., Lake, S., Little, P., Moroney, D., Roehlkepartain, E., Sneider, C., Warner, G., & Wills-Hale, L. (2020). America after 3PM Demand grows, opportunity shrinks. In America After 3PM [Report]. https://afterschoolalliance.org/documents/AA3PM-2020/AA3PM-National-Report.pdf
California Afterschool Advocacy Alliance (CA3). (n.d.). About Save After School — California Afterschool Advocacy Alliance (CA3). CA3. https://ca3advocacy.com/about
Council for a Strong America. (2019). From risk to opportunity: Afterschool programs keep kids safe. https://www.strongnation.org/articles/930-from-risk-to-opportunity-afterschool-programs-keep-kids-safe
Smink, J. & Expanded Learning & Afterschool Project. (2013). A proven solution for dropout prevention: expanded learning opportunities. In Expanding Minds and Opportunities: Leveraging the Power of Afterschool and Summer Learning for Student Success. https://www.expandinglearning.org/expandingminds/article/proven-solution-dropout-prevention-expanded-learning-opportunities
Vandell, D. L., Reisner, E. R., & Pierce, K. M. (2007). Outcomes Linked to High-Quality Afterschool Programs: Longitudinal findings from the Study of Promising Afterschool Programs. http://files.eric.ed.gov/fulltext/ED499113.pdf
A child’s school experiences play a huge role in healthy child development. Since most children spend a large portion of their childhood attending school, maintaining a stable and consistent school environment is vital to a child’s functioning both within that space and outside of it. Research has shown that children thrive on predictable routines (Hemmeter, 2006). Alternatively, children who change schools multiple times throughout their academic years are at developmental risk, emotionally, socially, and academically. In a national survey of K-8 students from 1998 to 2007, thirteen percent of all students changed schools four or more times within those eight years. (Government Accountability Office, 2010). Although there are many different reasons a child may be changing schools frequently, experiencing homelessness is the highest predictor. According to district data from Chicago Public Schools in the 2023-2024 school year, the number of students in temporary living situations (STLS) was 17,700 kids. That total is up 64 percent when compared to 2021-2022 when there were 10,836 STLS students identified (Matt Masterson, 2024). Parents, school staff, and social service personnel should be aware of the developmental risks moving frequently is having on children experiencing homelessness.
By definition, child development is the entirety of the time a child grows from full dependence on their caretaker into independent adulthood. This time period can look different for different individuals but it is usually from birth until a person is 18 or 21 years old. Child development includes all the changes a child goes through biologically, socially, emotionally, and in this case, academically. When a child’s development is said to be at risk, their socioemotional functioning is being threatened by some outside factors. Child development can be negatively impacted by many different types of adversities. Changing schools frequently throughout the early academic years is just one variable that can lead to a plethora of developmental delays.
The first category of developmental risk moving homes and schools can have on a child pertains to emotional well-being. Children who are still developing experience many complex emotions that they have not dealt with before, such as their sense of identity, their self-esteem, and the ability to self-regulate their emotions. Oftentimes, beginning new grades, changing classrooms, or joining new extracurricular activities can be stress and anxiety-inducing for a child. On the flip side, remaining in the same school for a couple of years can help children develop familiarity with teachers and peers outside their classrooms. This reinforces a sense of belonging and overall emotional stability within the school environment (Entwisle and Alexander, 1998). Alternatively, children who have a history of frequent school changes may lead to that child to emotionally withdraw. In other words, the child could refrain from emotional investment in his peers and teachers because they feel as though another move is inevitable (Grigg J, 2012). Another way frequently moving negatively manifests itself in the classroom is a fear of trying new things, and anxiety surrounding transitions from one activity to the next.
The second category of developmental risk changing schools can have on a child is with regard to their social interactions. For a developing child, the social aspect of school is arguably just as important as the academics. From a very young age, children are learning how to interact socially with peers and adults. They are learning who they are and what role they want to play within different social groups and environments. Thus, a large part of school is learning how to form social connections and bonds with one's classmates as well as their authority figures. For better or worse, many schools have a sort of established social system or hierarchy. Always being the new kid can make it close to impossible for that child to engage in social settings. Research has found that adolescents who move schools frequently tend to be more socially isolated and less involved in extracurricular activities than non-mobile adolescents (Pribesh, 1999). Children experiencing homelessness can also feel isolated when they try to engage with peers who have different living experiences and socioeconomic statuses than them.
The third and final impact changing schools has on adolescents is lower academic performance. When children change schools they are at risk of missing out on materials, their grades dropping, and even having to repeat grades. Whether the child changes schools in the middle of the academic year or at the beginning of a new grade, curriculum, expectations, and pace vary between schools. Thus, any change can be taxing on a child’s academic performance. According to data from the University of Michigan's Panel Study of Income Dynamicound, “the number of moves the children made at ages 4-7, as well as at ages 12-15, had a significant and negative impact on whether the children had graduated from high school by the time they were 19-24 years old” (Moving On, 1998).
As a society, we must understand and advocate for healthy child development. When a child frequently moves schools their emotional, social, and academic development are at risk. Early intervention in these scenarios may diminish long-term risk. Granted, moving is a part of life and unavoidable at times, but not in all cases. Spreading awareness about the risks that frequent moves have on a child can help parents, schools, and social service agencies better support children and families experiencing homelessness. The McKinney-Vento Act is one policy that advocates for children experiencing housing insecurity to not only remain in one school regardless of their living location but also attempt to alleviate some of the logistical strains that come with changing school districts.
This Act was established to protect the educational rights of children experiencing homelessness. There are multiple facets of the McKinney-Vento Act as it pertains to what schools are required to provide pro-bono to youth experiencing housing insecurity. The first is documentation. According to McKinney-Vento, schools cannot delay a child’s enrollment due to missing documentation such as medical records, birth certificates, proof of residence, and proof of guardianship. This Act also protects undocumented students as it is illegal for schools to inquire about immigration status. Additionally, unaccompanied youth can enroll without a parent or guardian. The next section of this Act is additional school fees. According to McKinney-Vento, schools must waive all additional school fees for children experiencing homelessness. These fees include field trips, uniforms, sports equipment, school supplies, graduation, school dances or other events, and school lunches. In addition to this, school-aged children experiencing homelessness are always eligible for school services such as tutoring, counseling, before and after-school programs, and health services. The third and final section of this assistance act pertains to transportation. Under McKinney-Vento, Chicago public schools must provide bus transportation to and from the kid’s school or origin. A child’s school of origin is simply the school that they attended when they were permanently housed, or the school they began the school year off at. Additionally, children who become permanently housed during the school year are still eligible for transportation to their origin school until the end of the year (Chicago HOPES, 2022).
During Chicago HOPES parent enrichment programs, the agency informs parents about the rights their children have through the McKinney-Vento Act. Many parents may be unaware of these rights, and when parents don’t actively pressure school faculty to adhere to the McKinney-Vento policies, schools may not always abide by these criteria. HOPES is an agency committed to advocating on behalf of underresourced communities as well as empowering those communities to stand up and advocate on their own behalf. The transportation section of McKinney-Vento also impacts HOPES in the sense that children involved in HOPES after-school programs are from many different schools. Sometimes kids have to come to the program late because their commute to school is much further than the local school district would be. In the same way, kids have different types of homework and teacher expectations because everyone staying at one of HOPES homeless shelter sites are not from the same school. This is one of the reasons Chicago HOPES creates individual tutoring plans for each child enrolled in their programs. Recognizing that the children in the programs have a diverse array of experiences, abilities, and academic skills, is an important step to meeting the kids where they are at. Individualized curriculum is not always an easy task, but it’s one of the aspects that makes HOPES programs so effective in improving children’s academic performance.
References:
Chicago HOPES for Kids. (2022). Resources. https://www.chicagohopesforkids.org/resources.html
Entwisle DR, and Alexander KL 1998. “Facilitating the Transition to First Grade: The Nature of Transition and Research on Factors Affecting It.” The Elementary School Journal 98 (4): 351–364.
Government Accountability Office 2010. K-12 Education: Many Challenges Arise in Educating Students Who Change Schools Frequently. No. GAO-11–40. Washington, DC: Government Accountability Office.
Grigg J 2012. “School Enrollment Changes and Student Achievement Growth: A Case Study in Educational Disruption and Continuity.” Sociology of Education 85 (4): 388–404. doi: 10.1177/0038040712441374.
Hemmeter, Mary Louise; Michaelene Ostrosky, and Lise Fox. "Social and Emotional Foundations for Early Learning: A Conceptual Model for Intervention."School Psychology Review 35(4) (2006): 583–601.
Matt Masterson, WTTW News. “How Chicago Public Schools Tracks and Supports Its Unhoused Student Population: FIRSTHAND: Homeless.” WTTW Chicago, 19 Feb. 2024, interactive.wttw.com/firsthand/homeless/how-chicago-public-schools-tracks-and-support s-its-unhoused-student-population#:~:text=According%20to%20district%20data%2C%2 0the,were%2010%2C836%20STLS%20students%20identified.
"Moving On": Residential Mobility and Children's School Lives Author(s): C. Jack Tucker, Jonathan Marx, and Larry Long Source: Sociology of Education, Vol. 71, No. 2 (Apr., 1998), pp. 111-129 Published by: American Sociological Association Stable URL: https://www.jstor.org/stable/2673244
Pribesh S, Downey DB. Why are residential and school moves associated with poor school performance? Demography. 1999; 36(4):521–534.
Gentrification is the process of neighborhood change that results from an influx of higher income residents. It is most often used as a pejorative to describe the displacement that can result when the original neighborhood residents can no longer afford to pay rent or property taxes on their accommodations. Displacement can occur directly through lease-non renewals, evictions, or physical conditions that make housing uninhabitable, indirectly due to rent increases, or culturally when services and shops have shifted to cater to a changed population. When higher income residents move to the city from surrounding areas, they bring valuable tax dollars that can help fund improvements, but in doing so may disrupt the lifestyle and livelihood of long-term neighborhood residents. While gentrification is a byproduct of an American capitalist economy, policy tools and strategies exist that help prevent unjust displacement and help keep urban neighborhoods places where people of all income levels and cultural backgrounds can share.
The relationship between American cities and their residents has been storied and complex. In the period following World War II, those who could afford it, often white middle class Americans, left the crowded cities for a new vision of the American Dream; a single family home, a yard, and a personal vehicle. This trend increased throughout the end of the 1900’s and was furthered by the dot com boom of the early 2000’s. However, today, as the millennial generation has begun to buy homes, a reversal of these earlier trends is becoming visible - young people want to live in cities. Citing a desire to escape from car-dependency and have access to walkable neighborhoods, public transportation, and live with a decreased carbon footprint, demand for urban housing and rentals has increased. While Chicago is still relatively affordable compared to other major American cities, this may make it a target for increased demand and gentrification in the near future.
Pilsen is one area of the city that has experienced significant gentrification over the last three decades. The neighborhood was originally made up of Polish and Czech immigrants, but began receiving an influx of Mexican residents after World War II. Then, after the displacement of many Latino Chicagoans from the construction of UIC in the 1960’s, the area became one of Chicago’s first Latino-majority communities. Recently, from 2006 to 2020, the median household income in the Pilsen neighborhood has increased by almost 150%, primarily from the influx of white millennial residents. In response to the willingness of new residents to pay more for housing, and increased neighborhood rents, the City of Chicago has employed several strategies to preserve housing affordability in Pilsen, like the 2021 Anti-Deconversion ordinance that prohibits the conversion of multi unit buildings into single family homes. The following are additional policy tools that can be employed by city governments to preserve housing affordability and prevent displacement:
Longtime Owner Occupants Program - This is a real estate tax relief program for homeowners, or occupants of a residency for the past 10 years. If the tax assessment has increased by more than 50% in the past year, this program caps the amount of an increase to 50%. To qualify for this program you must be current on property taxes or on an installment plan, and have an income below the limit for your family size.
Single Room Occupancy Preservation/Protection - Single room occupancies or residential hotels typically house one or two people in a single room with a shared kitchen and bathroom. Single room occupancies can provide a safe, and accessible shelter for low income individuals, or people in transition. Unfortunately, many communities have adverse reactions to the creation or preservation of single room occupancies, and as a result they can be far from the central city and disconnected from public transportation.
Land Value Capture - When the public sector makes an investment in infrastructure or land use, the private individuals who own the land surrounding the location of the change make a much greater profit than the initial cost to build the infrastructure or make a land use change. In Chicago, examples are The 606 or the redevelopment of the Fulton Market area. Both investments created huge increases in the value of land surrounding these areas, and likely priced out many residents who lived in the area before the change. By using land value capture, the public sector can recoup a percentage of the increase in land value and reinvest it back into the public. This could mean more bike lanes in disadvantaged areas, or the conversion of an office building into affordable housing.
Inclusionary Zoning - When an area begins to gentrify, developers soon begin to join in on the action. This often results in high rise apartment complexes intermixed with existing historic buildings. This can mean demolition, or landowners allowing their building to deteriorate into unlivable conditions so tenants are forced to move out, allowing them to sell their land to a developer for a profit. Inclusionary zoning forces new developments to dedicate a portion of their units to designated affordable housing. This allows for new development, but can provide ways for the original residents of the community to remain and reap the rewards the private sector has brought to a gentrified area.
Gentrification that results in displacement is an unfortunate consequence of urban demand. Our overarching economic system causes the real estate market to function as an investment good, and when there is a scarcity of housing, land owners can make money on their investment. If the city wants to ensure that it will remain an accessible and inclusive place for the years to come, residents should become aware of strategies to mitigate the displacement that results from gentrification, and become involved with politics at their own local level, working to be educated about future changes within the city and using their collective voice to preserve housing affordability and access.
References:
Lang, R. E., & Sohmer, R. R. (n.d.). Legacy of the Housing Act of 1949. https://www.tandfonline.com/doi/pdf/10.1080/10511482.2000.9521369
Florida, R. (2023, April 14). Three years into the pandemic, the “Urban Exodus” was overblown. Bloomberg.com. https://www.bloomberg.com/news/features/2023-04-14/three-years-into-the-pandemic-the-urban-exodus-was-overblown
Impact of gentrification | mapping global chicago. (n.d.). https://mappingglobalchicago.rcc.uchicago.edu/2023-elpaseo/gentrification/
Apply for the longtime owner Occupants Program (LOOP): Services. City of Philadelphia. (n.d.). https://www.phila.gov/services/payments-assistance-taxes/payment-plans-and-assistance-programs/income-based-programs-for-residents/apply-for-the-longtime-owner-occupants-program-loop/
The state of anti-displacement policies in LA County July 2018. (n.d.-b). https://knowledge.luskin.ucla.edu/wp-content/uploads/2018/07/The-State-of-Antidisplacement-Polices-in-LA-County_071118.pdf
Alliance, L. (2022, May 24). Land value capture, explained. Land Value Capture Explained. https://decentralization.net/2022/05/land-value-capture-explained/
In the heart of the South Side of Chicago lies the Englewood neighborhood Despite ongoing challenges such as poverty, unemployment and a lack of investment in the neighborhood throughout the neighborhood, the community stands strong. Currently, a movement is underway to change the lives of the residents and bring hope to the community. The movement’s goal is to make a positive change in the lives of children and families by shedding light on unrealized potential residing in Englewood along with providing resources such as educational support and assistance wWith a focus on empowering and equipping students with the tools they need to succeed in school and beyond, educational programs can become a beacon of hope for the community.
Education has always been a powerful tool for change and empowerment. In Englewood, it is no different; teaching children important academic skills and maintaining a sense of hope and possibility for a brighter future is significant. Dating back to the '60s, the systemic challenges facing the community have had an impacting struggle on Englewood's educational environment. The youth's development is hampered by a lack of extracurricular activities, crammed classrooms, and limited resources. However, behind these issues is courage, determination, and potential that, given the necessary assistance, may change the course of their young lives. According to the South Chicago Black Mothers’ Resiliency Project, “… despite living in high-violence neighborhoods, [parents] show resiliency and commitment to well-being through fostering safe and enriched childhood experiences for their children” (Imarenezor, O., 2017). This statement shows that programs for education designed specifically to meet the needs of Englewood children interest those within the community and. By tackling the obstacles head-on, these programs can provide a glimmer of hope, giving young people a way out of hardship. Providing access to high-quality education equips young brains with the information and vital life skills they need to overcome obstacles and create better futures.
The achievement gap caused by issues that plague communities like Englewood can be mitigated by mentoring programs and tutoring services, which provide individualized direction and assistance to make sure that no talent is overlooked. In addition, educational programs in under-resourced communities provide secure learning environments for enrichment. For example, similar to our programs here at HOPES that serves in the Englewood community,, there are other community programs in place with components of tutoring, mentoring, and enrichment such as LevelUp and R.A.G.E. Furthermore, they provide financial assistance opportunities to young adults, teens, and children that may relieve financial burdens and give them the support they need to thrive academically.
Beyond supplemental after-school support, there are educational institutions providing such services directly on their campuses. Urban Prep Charter Academy for Young Men at Englewood provides a positive school culture and rigorous college prep program. As a result, 100% of seniors have been accepted to 4-year colleges and universities. This success has also been driven by a community that values college education and believes in its students' ability to achieve, despite limited resources and limited control over enrollment (King T., 2011). It is important for students, children, and members of the community to have a safe space and that mentioned sense of belonging. It helps remind the youth that their dreams are within reach and that, despite the challenges, they are not alone on their journey.
Educational programs are more than an investment in individuals; it's an investment in the community's collective future. By nurturing a diverse range of talents, these initiatives pave the way for innovation and economic growth within the community. This not only benefits individuals but contributes to the overall revitalization of Englewood. By acknowledging struggles, recognizing the immense potential, and fostering hope through tailored educational programs, we can empower youth to break free from the cycle of adversity and build a foundation for lasting success. Together, everyone can create a culture of support and encouragement within our community, where everyone's potential is recognized and nurtured. By investing in the education and future of our young people, we can empower them to overcome any obstacles and reach for their dreams. If you're eager to get involved, there are numerous ways to make a difference. Whether it's volunteering your time, participating in fundraising events, or spreading awareness about the work being done in Englewood, every action counts.
Resources:
LevelUp
R.A.G.E
Works Cited
Imarenezor, O. (2017). Chicago Black Mother’s Project on Violence, Depression, Resilience, and Sociogenomics. Undergraduate Research Journal, 2. https://www.semanticscholar.org/paper/Chicago-Black-Mother%E2%80%99sProject-on-Violence%2C-and-Imarenezor/7949d966488bd0c085de233eb13f9d627521bef3
King, T. (2011). Commentary: Swords, Shields, and the Fight for Our Children: Lessons from Urban Prep. Journal of Negro Education, 80, 191 - 192. https://www.semanticscholar.org/paper/Commentary%3A-Swords%2C-Shields%2C-and-the-Fight-for-Our-King/cadac93096f76efb2649fe042004f6a5d8ec32a7
(1963). From the Publishers. The Elementary School Journal, 63, 462 - 464. https://www.journals.uchicago.edu/doi/10.1086/460083
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