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1224 M Street, NW
200

Washington
District of Columbia 20005
USA
Website

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Target demographics: Low-income DC youth ages 8-15. Of our over 1,450 participants, 66% are African-American and 33% are Latino.

Someone who had 3 hours of volunteer time could: Referee an elementary soccer game; help at a special event; help coach writing workshops.

Geographic areas served: Washington, DC

Programs: Our holistic after-school, five-days-a-week program helps DC SCORES students improve their fitness levels by playing soccer; develop their literacy skills and capacity for self-expression by writing poetry; and establish deep community connections through service projects; all while developing closer bonds with teachers and peers. Our program follows a school-based model for after-school programming by hiring and training teachers (called our “SCORE Corps” coaches) from each school. Coaches guide students through the writing and soccer curriculum, which includes academic enrichment modules, health and nutrition lessons, service learning project planning templates, and readily usable soccer practice plans that incorporate team building and leadership activities.

Mission:
DC SCORES builds teams through after-school programs for over 1,450 low-income DC youth at 42 schools by instilling self-expression, physical fitness, and a sense of community.
Results:
DC SCORES’ program outcomes include: 1) Increased school engagement; 2) Increased physical fitness; and 3) Increased self-worth and sense of belonging.

The outcomes below reflect results from our 2010 student survey and physical fitness assessment administered to more than 100 students at the beginning and end of our 12-week spring program:



Physical Fitness:

Students who exercise in an activity that made them sweat or breathe hard like soccer, running, or bike riding at least 3 days a week increased by 11%.

Students who exercise to strengthen their muscles like push-ups, sit-ups, or jumping jacks at least 3 days a week increased by 18%.


School Engagement:

Students who have been participating in class “most of/all of the time” increased by 9%.

Students who like to read something outside of the school day like a book, magazine, or poem increased by 9%.

Students who like “writing something in their own words like a story, a poem, a journal entry, or a letter” increased by 11%.

Self-Worth

Students who agree with the statement “I have a lot to be proud of” increased by 11%.

Students who agree with the statement “On the whole, I like myself” increased by 9%.

Sense of Belonging:

Students who agree with the statement “My writing coach supports me” increased by 8%.

Students who agree with the statement “I can go to my writing coach when I have a problem” increased by 10%

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