Library

Figure Skating In Harlem’s after-school skating and education program uses the discipline of ice-skating to teach girls important life skills, as well as to promote academic success in a safe and...

The Tech Teens Internship Program is a career development and college preparatory program for inner-city adolescents.

iMentor pairs New York City youth with volunteer adult mentors based on similar career and personal interests.

To support the Choices for Success Program, which addresses youth’s needs to help facilitate a successful transition to adulthood.

The CV Computer Bus is a mobile computer lab in which teens living in care teach computer skills to younger children and senior citizens.

Red Hook Spark is a comprehensive after-school education program that provides engaging life skills activities and academic assistance to middle and high school students from Red Hook, Brooklyn.

Participants of the Teen Reviewers and Critics program attend performances and exhibitions and then write reviews of what they have seen.

The Center for Youth Development and Employment (CYDE) provides a safe haven for youth between the ages of 13-24 years.

CityKids in Action is a grassroots youth leadership program that helps young people develop into agents of positive community change.

To support Renaissance EMS, an organization that believes that the combination of education, music, and sports can be used to assist inner-city youth to make positive changes in their lives.

To support the NYC Workforce Development Funders Group in their design and implementation of the next phase of the WIA Youth Technical Assistance Initiative.

To support the Emerging Scholars Interdisciplinary Network (ESIN), which was created to provide an interdisciplinary setting for the dissemination of knowledge and information about research and...

A project that analyzes the variety of circumstances and factors that facilitate or constrain successful collaborations across conventional disciplinary divides.

How do parents, teachers, peers, and other classroom factors shape students’ fear of failure on school tests? How do these relationships change across the transition to middle school?