Tutoring program reaches out to area youth

The project pairs University students with children from area schools in need of academic support. Addressing social and financial needs among community schools, the University's West Philadelphia Tutoring Project provides academic support for children grade K-12 by developing relationships between them and University students. Founded 11 years ago as a joint project run in conjunction with the College of Pharmacy and Drexel University, student tutoring now continues only through the efforts of the University's Program for Student-Community Involvement. University volunteers, working at least one hour each week, meet with children to lend academic and social support to schools often not able to meet the attention and material demands of their students. The program addresses a need in Philadelphia, according to Linda Hansell, an instructor in the project. She cited the frequently overcrowded classrooms, poor or crumbling facilities, shortages of support teachers and lack of books and resources as evidence of the decline in Philadelphia schools. Although the situation varies between schools, some have held classes in trailers in their parking lots, according to College junior Courtney Trombly. Studies have shown that the average amount spent per pupil in Philadelphia is $2,000 less than the average spent in surrounding suburban districts. "Schools in Philadelphia don't have the money to give all their students an adequate education," Hansell said. And Trombly said that "you hear the whispers when you walk into the classroom; they're all in awe of a college student and all raise their hands hoping they will be the one to go with me this week." Keeping the emphasis of the program on the one-to-one relationship between tutor and student, volunteers meet with the same child each week. Program organizers refer to this as the first step in developing academic success among students. "The time together can leave the child with a role model and let them know that someone cares about them," Trombly said. In addition to the meetings between student and volunteers, the program includes events throughout the semester to allow the volunteer-child relationship to deepen and grow. "She taught me that I can make a difference in her life and she can make one in mine," said Wendy Heller, a Wharton junior who returned this semester to teach Erica Foster, a second-grader she also tutored during freshman year. "Wendy's like a big sister to me," said Foster, who calls Heller periodically throughout the school year and greets her tutor each week with a handcrafted gift made by her and her friends. Such a relationship often occurs within the program as volunteers have the option of returning to the same child year after year, said Liz Price, assistant director at the Center and coordinator of the project. Involving over 370 University students, the program lends academic aid to children often living in single-parent homes at or below the poverty line. Frequently one program participant can watch a tutor teaching another to read, Hansell said. Many of these children do not have anyone else in their lives that will talk to them, added Hansell, who stresses the self-discovery that occurs on both the part of the student and tutor as a result of the program. Hansell cites the cross-cultural aspect of the program -- one that brings together people from vastly contrasting backgrounds -- as a way to open new worlds for the participants. Volunteers have the option of teaching on the University's campus or using provided transportation to go to the 21 schools contributing students. This lends a high level of visibility to tutors throughout the schools that has strengthened relations between the University and the community, Price said. "It acts as a bridge between us," she added.