Item 26 - Amend the Revive Santa Ana Spending Plan and Approve Agreements with Non-Profit Orgs

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Exhibit A any gaps in service provision, as is necessary. The college interns will also work with the tutors/mentors to explore higher education environments. In combination with the other Elevate Youth program participants, these teens will visit college campuses and review the college application timeline and process. CAP OC has a successful history of engaging college students as interns from a variety of institutions including UCI, Cal State Long Beach, Notre Dame, and more. CAP OC will deliver services at our Southwest Community Center (SWCC) in Santa Ana. SWCC offers a signature hot meal program for homeless clients and emergency food assistance and services for low-income housed individuals and families. The center also offers food, rental and utility assistance, diapers, free tax services, and coordinated referrals. Staffing to support the implementation of the program include a half-time Program Coordinator, Gabriella Gregg, MPH; and in -kind program oversight provided by CAP OC's Director of Community Partnerships and Community Services, Dolores Barrett. 2. Proposal shall include details of the target population The target population consists of two -tiers of Santa Ana youth, 1) elementary students, the majority of whom will be referred from George Washington Carver Elementary School, Romero - Cruz Academy and John C. Fremont Elementary School; and 2) Santa Ana high-school students who are already engaged in CAP OC's Elevate Youth program. Specifically, CAP OC will provide academic tutoring, homework help and SEL activities to 15-20 elementary students (ages 5-12); and training, guidance and college preparatory activities to 8-10 high school students (ages 13- 18). 3. Proposal shall include details of the unmet need Santa Ana public schools, like many public schools across the country, have been plagued by academic achievement disparities across race and socio-economic status for years. According to the California Department of Education (Ed-Data.org), during the 2018-2019 school year, the last year for which data are available, a higher percentage of Hispanic and Black/African American students did not meet the standards for English Language Arts or math, compared to white students. Students who were economically marginalized were also less likely to achieve standards compared to other students. Unfortunately, the pandemic and related school shutdowns and shift to remote learning have worsened these existing disparities. A McKinsey and Company report (2021) which analyzed assessment results of more than 1.6 million elementary school students across the country, found the following: By the end of the 2020-2021 school year, students were on average, five months behind in math and four months behind in reading • Schools that were majority Hispanic or Black, were 6 months behind in both subjects, while schools that were majority white, were four months behind 21