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Jumpstart

Alonzo A. Crim Center for Urban Educational Excellence, College of Education and Human Development

Academic Initiative

Groups Served
Collegiate, Pre-Collegiate

Program Website
Visit the Program Website

Contact Information
Cave, Julius
jcave@gsu.edu
404 413-8431

Address
30 Pryor Street
Atlanta, GA 30303

Campus
Atlanta

Funding

Private Foundation

Overview

Jumpstart provides language, literacy and social-emotional programming for preschool children from under-resourced communities and promotes quality early learning for all children. Georgia State University's Jumpstart program is housed in the Alonzo A. Crim Center for Urban Educational Excellence. In our model, Georgia State University students commit to 300 hours of service implementing the Jumpstart program in local preschools.

Benefits

Students that qualify for Federal Work-Study can work with Jumpstart for their work-study position. Every Georgia State University participant that completes the 300-hour service requirement receives an AmeriCorps education award.

Supplemental Materials

Jumpstart Program Narrative

Discipline Focus
Not discipline specific (University-Wide)

Diversity Group ( Social Identity)
Socioeconomic Status

Race/Ethnic Group
Other, In our next program year we anticipate having an African American/Black Male Initiative. This initiative may include programming for our college student participants and/or our preschool partner children.

Program, Initiative, Policy or Sponsored Award Category

Priority 1: Academic Initiative

Established
01/01/2005

Number Served
501-1000

Notable Alumni

Research Components and Activities

Program sponsored (in-house) professional development sessions/ coursework (e.g., workshops, test preparation, mini-courses, specialized course, conference presentations, resume/cv building, tutoring, professional development etiquette

Additional Research Components, Roles and Responsibilities

Our program trains all our Georgia State University participants in early education topics to prepare them for service in preschool classrooms. Training titles include: Reflecting on Anti-bias practice, Creating Inclusive Jumpstart environments, Guided Play, How Young Children Think & Learn, Language & Literacy Skills, Social-Emotional Skills, Reading with Young Children and Scaffolding Children’s Learning.

Self-efficacy Emphasis

All student participants are observed multiple times a year as they implement the Jumpstart curriculum in the preschool classroom where they serve. Feedback and coaching are then provided to the participants based on the observations. Training sessions continue throughout the year that include time for skill practice and feedback.

Acknowledgement/Affirmation of Identity, Strengths, Needs

Our program does not require students to enter with a required amount of early education experience. Program staff conduct training sessions, lead discussions and provide feedback based on where student participants are in early education knowledge and experience.

Examples of Inclusionary Practices and Activities

Specialized Curricula/Workshops (e.g. training for participants, directors and/or faculty on imposter syndrome, implicit bias, microaggressions), Orientation (e.g. reviewing norms, expectations, structures, goals, and/or protocols)

Additional Information

Georgia State University students complete program surveys. Program staff conducts pre and post tests with the preschool student participants.

Participant Empowerment

Knowledge transfer to the community (e.g., parents, peers, stakeholders)

Mentoring Components

Mentoring is not used in our program

Opportunities to Privilege Voice

It is important for participants to bring their experiences and perspective to their service in the Jumpstart program. When the college students serving in our program bring in their experiences and perspectives, they provide a richer experience for the preschool students we serve. As a part of the relationship-building and curriculum implementation, we encourage college students to share their experiences and perspectives. Additionally, we encourage the college students serving in our program to share their experiences and perspectives in training, team meetings, and program feedback so we can continuously improve our program.

Evaluation Methods

program survey(s)

Anticipated Participant Outcomes

Other

Other: The anticipated participant outcome for our preschool students is an increase in language & literacy skills. The anticipated participant outcomes for our college student participants include program completion and increased early education knowledge.

Outcome Milestones

Key Performance Indicators

1) Gains in language and literacy skills for preschool students as measured through a pre and post intervention test
2) Number of preschool students participating in Jumpstart
3) Percentage of completing their service term
4) Number of college students serving in Jumpstart

Program, Initiative, Policy or Sponsored Award Category

Priority 1: Academic Initiative

Established
01/01/2005

Number Served
501-1000

Notable Alumni

Research Components and Activities

Program sponsored (in-house) professional development sessions/ coursework (e.g., workshops, test preparation, mini-courses, specialized course, conference presentations, resume/cv building, tutoring, professional development etiquette

Additional Research Components, Roles and Responsibilities

Our program trains all our Georgia State University participants in early education topics to prepare them for service in preschool classrooms. Training titles include: Reflecting on Anti-bias practice, Creating Inclusive Jumpstart environments, Guided Play, How Young Children Think & Learn, Language & Literacy Skills, Social-Emotional Skills, Reading with Young Children and Scaffolding Children’s Learning.

Please describe how your program addresses self-efficacy (one's beliefs in their own ability to execute behaviors necessary to perform) in its participants?

All student participants are observed multiple times a year as they implement the Jumpstart curriculum in the preschool classroom where they serve. Feedback and coaching are then provided to the participants based on the observations. Training sessions continue throughout the year that include time for skill practice and feedback.

How does your program acknowledge or affirm individuals’ different identities, strengths, or needs?

Our program does not require students to enter with a required amount of early education experience. Program staff conduct training sessions, lead discussions and provide feedback based on where student participants are in early education knowledge and experience.

Inclusionary practices/activities utilized in your program:

Specialized Curricula/Workshops (e.g. training for participants, directors and/or faculty on imposter syndrome, implicit bias, microaggressions), Orientation (e.g. reviewing norms, expectations, structures, goals, and/or protocols)

Additional Information

Georgia State University students complete program surveys. Program staff conducts pre and post tests with the preschool student participants.

Participant Empowerment

Knowledge transfer to the community (e.g., parents, peers, stakeholders)

Mentoring Components

Mentoring is not used in our program

Opportunities to Privilege Voice

It is important for participants to bring their experiences and perspective to their service in the Jumpstart program. When the college students serving in our program bring in their experiences and perspectives, they provide a richer experience for the preschool students we serve. As a part of the relationship-building and curriculum implementation, we encourage college students to share their experiences and perspectives. Additionally, we encourage the college students serving in our program to share their experiences and perspectives in training, team meetings, and program feedback so we can continuously improve our program.

Evaluation methods are used to substantiate the program’s outcomes:

program survey(s)

Anticipated participant outcomes for your program:

Other

Other: The anticipated participant outcome for our preschool students is an increase in language & literacy skills. The anticipated participant outcomes for our college student participants include program completion and increased early education knowledge.