The Achievement Gap

Currently, only 70 percent of all students in public high schools graduate and this number drops to just 53 percent of students from low income families. By the end of fourth grade, low income students, by various measures, are already two years behind other students. By the time these students reach 8th grade, they are three grade levels behind in reading and math. If they reach 12th grade, low-income and minority student achievement levels are about four years behind those of other young people. Low graduation rates are evidence that, in the earlier grades, schools are not meeting the fundamental achievement needs of low-income students.

The bottom line should be alarming for all Americans. A very high proportion of our students are leaving public schools unprepared to gain access to our country’s economic, social and political opportunities. As we strive to become a nation in which no child is left behind, all U.S. public school students deserve the opportunity to graduate from high school and college.

Why are we concerned about public education?

The American workforce is changing. At the close of the last century, African-American and Hispanic children made up 34 percent of the school age population. In a decade, only 15 percent of the new entrants to the labor force will be native white males, compared with 47 percent today.

The fundamental nature of the economy has changed. As a consequence of global competition and advances in technology, many of the good blue-collar jobs the economy generated for most of the last century have largely disappeared. Almost all the jobs that pay enough to support a family now require higher levels of literacy, language fluency, and technical training than in the past. To a greater extent than ever before, educational attainment will determine one’s quality of life. Recent U.S. Census data indicate that there is an increasing salary gap between college and high school graduates. In 1980, college graduates earned 50 percent more than high school graduates and by 2000, that percentage increased to 111 percent.

What We Offer

WEN projects produce learning and instructional materials in the form of software, videos, interactive radio instruction programs, online learning portals, research studies, printed teacher¹s guides and other resources.

Our projects span academic disciplines and address all aspects of school management—including projects focused on professional development for administrators and teachers, curriculum development and implementation, student health and safety, technology integration, school/community/university partnerships, educational policy, and research and evaluation.

The program is also well suited to address some of the major problems facing education in developed countries. Shortages of teachers, scarcities of schools and a deficiency in both the quality and quantity of learning material characterize the problems of providing access to education in developing countries. E-learning is a promising potential solution to all these problems.

Our Vision is to help students gain access and use the communication and information resources of the Internet for learning. We accomplish this by developing appropriate curriculum, Internet Learning Centers, and sharing our knowledge and experience.

WEN will provide numerous training opportunities through our vocational education program. Certified online tutors supplement the courseware to assist youth in learning computer skills, various trades, and small business instruction. Electrical, plumbing, nursing/emt, drafting, culinary arts, and computer technology are among the many vocational courses available to At Risk  Youth.

Community Based Programs

Our entry into the educational field began with a plea from the Juvenile Court System to help students who were barred from returning to public school, but whose probation required that they continue their education. Our future courseware will be well suited for those on home confinement and electronic monitoring. It will help offenders and residents gain the necessary educational, vocational and life skills to live productively and responsibly, including personal finance, housing and parenting.

Our programming offers offenders and residents an opportunity to gain the necessary skills to live productively and responsibly. The programming and services include:
Model and best practices based training
Gender-specific substance abuse programs designed for the special needs of females,           including pregnant women.
HIV/AIDS prevention.
Cognitive-behavioral, reasoning and decision-making

Partnering With you To Bring Education to the World
Students At Risk
In The News

" Hate Mail Sent to Blacks at Prep School Is Investigated"

CONCORD, N.H. — A police investigation is under way at an elite prep school here after many black students received anonymous letters that the head of the school described as “threatening hate mail.Read

New School Promises 'Customized Education'

A new private school in Miami promises "customized education" for children with autism and other neurobiological disorders,  Read

Stupid In America

Over recent years studies have shown that illiteracy, innumeracy, and inability to communicate are among the major workforce challenges facing American corporations. Schools no longer produce employable graduates, forcing companies to launch their own basic education programs – or, more recently, simply set up shop in India. Two years ago a report titled “Stupid in America” was aired by ABC network. Its focus was the sad reality of American schools

I  however don’t buy the argument that the blame for the dumbing-down of America’s youth falls exclusively on the educational system. Parents abdicate responsibility for educating their kids, particularly when they get a little difficult in their early teens. It is easier to concoct a host of external reasons for a child’s learning problems than to acknowledge personal failure. Yes the school system shares it part of the blame, but lets get real here society in and of itself  plays a huge role as well. Take a look at the video if you have not seen it and you be the judge.

Look at Video Below.

At some schools, failure goes from zero to 50

In most math problems, zero would never be confused with 50, but a handful of

schools nationwide have set off an emotional academic debate by giving minimum scores of 50 for students who fail. Officials in schools from Las Vegas to Dallas to Port Byron, N.Y., have proposed or implemented versions of such a policy, with varying results.
GREAT DEBATE: Is 'minimum-F' grading an unfair penalty or unfair boost? Read More