Read Ahead

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On March 15, New York City Mayor Bill de Blasio announced the city’s public schools would close in response to the evolving COVID-19 pandemic. Overnight, more than 1,700 schools and over one million students and their families shifted to remote-learning curriculums. Since then, all NYC public schools have closed for the remainder of the academic year. For some families, the shift has been manageable, but for many others, it’s impractical. Without the technology needed for remote-learning, thousands of students remain isolated from their teachers and classmates. Recent reporting states that roughly 16% of NYC students lack daily communication with their schools. The Department of Education has committed to providing internet-connected tablets to families in need, a number that by late-April surpassed more than 70,000 students.

To support families in these difficult times, many local non-profit organizations have refocused their efforts to track students’ needs and provide the necessary resources. Read Ahead, one of Proskauer’s longtime non-profit partners, is one such organization. For nearly 30 years, Read Ahead (formerly Everyone Wins! New York) has connected adult reading mentors with children in public elementary schools once per week during their lunch hours. As a member of their Junior Board, I am pleased to share a few of their updates.

In recent years, increased transparency into the nutritional value of our food has enabled consumers to make more informed decisions on their own eating habits, knowing that their choices directly correlate with their overall health. Leaders behind this movement are hopeful that initiatives such as the new laws on food labeling that require calorie counts, fats, and sodium levels to be included on menus will encourage healthier selections. However, the effectiveness of these or other health education initiatives has often been criticized as unsustainable or ineffective, especially within high poverty communities and among youth.

In 2005, frustrated by the lack of health information in these high-need areas, Dr. Olajide Williams, then a doctor at Harlem Hospital Center, proposed an innovative technique to promote health education in these at-risk communities. His big idea – to communicate important health information through a catchy rap song. Three years later in 2008 he founded Hip Hop Public Health, a non-profit organization dedicated to fostering positive health behavior change through the power of hip-hop music. Their methods are unique, and the premise is simple – by providing youth with information on health and nutrition through a catchy medium, they empower them to make healthier choices, and help reduce preventable poor health conditions and childhood obesity. The organization has recruited the talents of many artists including Doug E. Fresh, Chuck D and DMC. A full library of health-related hip-hop tracks now lives on the organization’s website for easy access by students all across the globe.

There are more than one million students enrolled in New York City public schools, making it the largest school system in the United States. Yet each student enrolled is unique and enters school each day with varying needs. Thus, there is a general consensus that providing targeted and individualized support to students is crucial to their academic success. Furthermore, implementing this support early in their education can impact students during critical stages in their development and benefit their academic performance for years to come.

Since 2015, I have served on the junior board for Read Ahead, a non-profit organization dedicated to ensuring that New York City elementary school students have the skills they need for academic and life-long success. Read Ahead’s program is centered on one-on-one lunchtime reading-based mentoring sessions between students and volunteer mentors. Students are recommended by their teachers or school staff to participate in the program because they are reading below grade level, English Language Learners, or in need of social or emotional support to boost their self-confidence, their classroom performance, or their interest in reading.

Photo: Sean Sime

I am a public school kid of a public school teacher. I remember learning to read from the back of a cereal box with my mom as I ate breakfast each morning.  Encouraged by after-school teachers and librarians, I thought I would just read every book, starting with the authors whose names ended in A and working my way to Z.  The help of caring adults was invaluable in gaining the confidence I needed to succeed in school and life. Because of the encouragement and support I had at a young age, I  am still an avid reader today–of more than just food labels.