Navigating Futures: Financial Literacy and College Pathways

Academic Enrichment Grant Proposal

Submitted to: McCarthey Dressman Foundation

Submitted by: Vaishnavi Himakunthala, Cici Zhu, Olivia Gu, Kayan Mak, Stacy Gutierrez
Table of Contents

Introduction

Literature Review
The Reason Of Underperformance Of Students At Continuation Schools
Benefits of Small Group Mentorship
Benefits Of College And Career Readiness For High School Students
Benefits of Improving Financial Literacy
Conclusion

Project Description
Background
Program Activities
Timeline
Students' Products and Outcomes

Assessment Plan

Budget

Reference
Cover Letter
Navigating Futures: Financial Literacy and College Pathways
John W. Finney High School
1347 Amador St.
Vallejo, CA 94590

May 29, 2024

McCarthey Dressman Education Foundation

610 East South Temple Street,
Suite 110
Salt Lake City, Utah 84102

To whom it may concern,

We are submitting a proposal to start a college mentorship and a financial literacy program at
John Finney High School. Research has shown that mentorship and financial literacy education
goes on to benefit students far beyond high school graduation. We believe that this program will
be especially beneficial for the students at John Finney High School.

A majority of the students at John Finney qualify for free or reduced lunch and a majority of the
students do not go on to graduate high school. There could be many reasons for this, but research
suggests that these issues arise due to a lack of belief in themselves, lack of information, and
lack of guidance. We believe that these issues can be addressed in our mentorship and financial
literacy programs, and can play a big role in empowering all students to believe in themselves
and what they can do.

Studies have shown that mentorship and financial literacy education goes on to have a positive
impact on students, like increased self-confidence, more motivation, and increased affinity for
learning. To bring these experiences to the students at John Finney, we would like to partner with
the McCarthey Dressman Education Foundation for the upcoming academic year to fund this
program with $10,000 for one school year to get the best mentors, teachers, and curriculum for
the program.

Having this college mentorship and financial literacy program would increase access to
information and provide guidance in a friendly environment. On top of that, it would provide the
benefits of mentorship – like increased self-confidence and motivation – to the students. We
believe that this would benefit the students at John Finney greatly. In this proposal, we outline
more specifics of the program.

Thank you for your time and consideration.

Sincerely,
Vaishnavi Himakunthala, Cici Zhu, Olivia Gu, Kayan Mak, Stacy Gutierrez
Introduction

In October 2014, 15-year-old Logan Rewis was suspended from school and was enrolled
at a continuation school. After a few months, Logan got his classes under control and was
becoming a better student. He was scoring B’s in almost all of his classes. However, Logan did
not end up graduating high school, to his mother’s surprise. Instead, he decided to drop out to
work at his uncle’s farm. “He is really hard-working,” his mother said, “just misguided.”
With a graduation rate of only 50%, John Finney High School students might be facing
similar issues to Logan. John Finney has a unique student body where most students qualify for
free/reduced lunch and whose first language is not English. For these students, it’s clear that
these students need more unique support. Given the studies about the positive impacts of
mentorship and financial literacy, we propose to kickstart a college mentorship and a financial
literacy program at John Finney High School.
Most students at John Finney are at risk of not graduating because of many issues,
including a lack of guidance, a lack of money, and a lack of support from teachers, family, or
loved ones. Often students in these situations are not motivated because they believe that they
cannot succeed. And no matter how much money we throw at this problem, if the students are
not motivated, then they will not work towards graduation. These are the problems that plague
the low graduation rates at continuation schools like John Finney, and these are the issues that
our proposal will address.
According to studies, the best way to motivate students is to introduce them to role
models who can relate to them and to show students that they can be successful. To do this, it’s
really important that the students have repeated, positive interactions with someone who cares
about them and shows them that they can succeed. Through the college mentorship program, we
aim to build small groups where students can work with a mentor throughout the school year
who comes from a similar background to them, who will teach them about their options
regarding college. At the same time, they will build relationships with the students which can
have a positive impact on the students’ self-confidence and motivation. If the student strongly
believes that they will not go to college, we will have a financial literacy class as well to teach
students how to manage finances as they enter the working world. If implemented correctly, this
proposal can have a very strong, positive impact on the students and will push them to think
about graduation and beyond. This has the potential to change the future of all John Finney
students.
Through this proposal, we hope to make John Finney an example for other continuation
schools and start a nationwide movement to encourage students like Logan to thrive at school.
Literature Review

The Reason For Underperformance of Students at Continuation Schools

The articles, “The Changing Face of Continuation Schools” and “How Students Get
Banished to Alternative Schools” by Helen Vogell (2017), discuss the many reasons students go
to continuation high schools and their negative reputations. Continuation schools have students
from all backgrounds, but mostly those who have been “cast” away due to bad behavior, failing
grades, disruptive behavior, having major criminal/felony offenses, etc (Vogell, 2017). Many of
these students are not properly guided or taught by ineffective teachers and administrators
(CEAplus). These kinds of aspects of continuation schools within the United States have
negative effects on these students and how they think of a future for themselves. Both articles
argue that students are outcast and set up for failure. Instead, these schools should reinforce how
important it is to go beyond their circumstances and care for their students (CEAplus).

Benefits of Small Group Mentorship

In the articles, “Special Ed Best Practices Inspire Successful Expanded Learning Time for
All Students” and “Improving Attendance Through Mentorship,” Craig Haas and Erin Yeager
examine the optimistic outcomes that mentorship programs offer for high school students. By
improving academic performance, fostering emotional well-being, and promoting positive
behavior, these programs help students overcome obstacles and achieve their full potential.
Academically, mentorship programs enhance students’ academic performance by
providing personalized support and encouragement. Studies indicate that mentored students often
exhibit higher grades and improved attendance (Yeager, 2024). The presence of a mentor can
motivate students to take their studies seriously and set academic goals. Specifically, Haas
(2013) discusses a program that used principles from special education to provide targeted
academic and extracurricular support. This approach reduced stigmas and increased student
engagement, leading to higher attendance and a greater sense of community.
Emotionally, mentorship helps build trust and meaningful relationships between students
and adults. This relationship fosters a sense of belonging and improves students' self-esteem.
Students from continuation schools, who often face significant personal and academic
challenges, benefit from the emotional support and guidance provided by mentors (Yeager,
2024).
More importantly, the effects of mentorship on students are long-standing. The
relationships formed often continue beyond high school, providing ongoing support and
guidance. Former mentees are better prepared to face future academic and personal challenges,
contributing to their long-term success (Yeager, 2024; Haas, 2013).

Benefits of College and Career Readiness For High School Students

In "Fostering College and Career Readiness: How Career Development Activities in
Schools Impact on Graduation Rates and Students' Life Success" by James P. Sampson, Tristram
Hooley, and John Marriot (2011), they show results of academic achievement from implementing
these readiness programs. There is long-term evidence that they transition better into college and
jobs, as well as have higher graduation rates. Learning these skills for college and careers
encourages students to succeed and have the confidence to achieve their college and career goals.
Various teachings of these programs assist students with achievements in their lives and
prevention of falling down the “wrong” path - especially those who are projected as criminals.

Benefits of Improving Financial Literacy

In the articles, “How Financial Literacy Can Engage and Motivate Reluctant Math
Students” and “Getting Started Teaching Personal Finance,” Daniel Leonard and Kailen Stover
explore the significance of financial literacy in helping students to manage personal finances
effectively. Enhancing financial literacy among high school students not only increases
engagement in academic subjects like math but also prepares them for future financial
responsibilities.
Integrating financial literacy into the curriculum makes math more relevant and engaging.
Real-world exercises such as budgeting and managing expenses demonstrate practical uses of
math, answering the common student question, "When will I ever use this?" (Leonard, 2024).
Aside from academically, improving financial literacy also benefits students in helping
them to prepare for adulthood. After graduating, students will start to face real-world financial
challenges, such as how to live on their own and start making budgets, how to use credit cards,
and how to deal with taxes. Teaching financial literacy equips students with essential skills for
managing personal finances. These skills are crucial for achieving financial independence and
stability.
Moreover, understanding personal finance builds students’ confidence in managing
money, reducing financial anxiety and empowering them to feel more secure about their financial
futures.

Conclusion
The above review of literature introduces the deficiency of continuation schools and
highlights the effective strategies for improving outcomes in continuation schools. Mentorship
programs provide crucial emotional and academic support, fostering positive relationships and
improving student engagement (Yeager, 2024; Haas, 2013). College and career readiness
programs boost graduation rates and future success (Sampson et al., 2011). Financial literacy
education equips students with essential life skills and enhances academic engagement (Leonard,
2024; Stover, 2021). Together, these approaches help address the unique challenges faced by
continuation school students.
Project Description

Background
At John Finney Continuation School, the graduation rate is currently low. To address this,
we plan to offer two new initiatives to support and motivate students toward graduation. The first
initiative focuses on financial literacy, equipping students with essential money management
skills. The second initiative is a college information session, providing valuable insights into
higher education opportunities. Additionally, connecting students with successful high school
graduates could inspire and encourage them to complete their education.

Program Activities
The first option is a financial literacy course designed for students who plan to pursue a
career immediately after graduation rather than attending university. Recognizing the variety of
reasons behind this decision, our goal is to equip these students with practical skills that will be
valuable in their post-high school lives. We will hire a financial literacy teacher who will use
interactive methods such as games and projects to teach essential topics, including paying taxes,
budgeting, managing money, finding an apartment, and saving. These are critical skills for
anyone entering adulthood and living independently.
The second option is a college information session for students interested in higher
education. This session will be led by volunteer tutors from surrounding colleges and
universities. The course will assist students with applying for scholarships and financial aid and
provide detailed information about university life. Topics will include an overview of popular
majors, course expectations, campus living arrangements, and other subjects of interest to John
Finney High School students. This course aims to motivate students and provide comprehensive
university information.
Both courses will be mandatory and held during regular class hours. To encourage
attendance, we will provide catering, creating a welcoming and supportive environment. This
holistic approach will ensure that continuation school students receive the necessary tools and
encouragement to succeed academically and personally.

Timeline

Week 1
 ● Preparation and Introduction
○ General information session about the project to explain:
■ The overall purpose of this program
■ The two options students can choose from (based on personal future path):
● College information mentorship (small groups)
● Financial literacy class (regular lecture)
■ Course formats and timelines for respective option
■ Topics and contents planned to be covered for respective option
■ Staff involved: Students and teachers from universities
■ Expectations for the program
■ Suggestions on students’ choices
■ Q&A
○ Collect students’ choices
○ Separate students into groups and classes
○ Assign volunteers and teachers to take the lead
● Meet in class for the first time
○ Students go to the assigned classrooms
○ Icer-breaking activities and get to know each other
○ Volunteers / Teachers specifically introduce the program
● Students provide feedback or make the last change to their choices
○ Students who are still hesitant about their future plans and are entangled in which
option to choose are encouraged to consult the teachers or volunteers in charge
and try the first few lessons before they finalize their decision.

Week 2 - Week 3
● Students and staff start to work on the topics
○ College information mentorship
■ Discussion around: Overview of college life
■ Possible topics:
● What can college education do for me?
● Why and how to apply to colleges?
● What will college life be like?
● What’s the difference between universities and high school?
● Case study: Volunteers share their personal experiences in college
with the students
● Q&A section: students ask questions freely based on their own
situation
● After-class activities: search videos on YouTube about college
students sharing their daily life
○ Financial literacy class
■ Topics that will be covered: Overview of financial literacy skills
 ● Importance of one having financial literacy skills
● Application of money management skills in real life
● Q&A section: students ask questions freely
● After-class activities: list potential income and expenditure based
on students’ own situation

Week 4 - Week 5
● Continued discussion on topics
○ College information mentorship
■ Discussion around: Academic and Entertainment in College
■ Possible topics:
● Majors and course selection
● How to pick a suitable major?
● Academic resources in college
○ Tutorship and Teaching assistants
○ Academic advisors
○ Research opportunities
● Clubs and organizations in colleges
● Campus activities
● Case study: Volunteers share personal experiences and provide
valuable suggestions
● Q&A section: students ask questions freely based on their own
situation
● After-class activities: school research: searching the official
website of the school to get information
○ Financial literacy class
■ Topics that will be covered: Budgeting and Money Management
● Creating and maintaining a personal budget
● Tracking income and expenses
● Setting financial goals
● Understanding needs versus wants
● Q&A section: students ask questions freely

Week 6 - Week 7
● Continued discussion on topics
○ College information mentorship
■ Discussion around: Career exploration on campus
■ Possible topics:
● Job-searching opportunities in college
● Importance of Networking
● Career fair and suggestions for preparing for it
 ● Case study: researching specific universities
● Q&A section: students ask questions freely
● After-class activities: school research
○ Financial literacy class
■ Topics that will be covered: Budgeting and Money Management
● Income and Employment
● Taxes and withholdings
● Employee benefits and compensation packages
● Additional income sources
● Q&A section: students ask questions freely

Week 8 - Week 9
● Continued discussion on topics
○ College information mentorship
■ Discussion around: College selection and application process
■ Possible topics:
● Factors to consider when choosing a college
● Components of College Application
● Application deadlines and preparation timelines
● Standardized Tests and their roles in admissions
● Case study: Volunteers share personal experiences and provide
valuable suggestions (challenges they faced during application
season and lessons learned throughout the season)
● Q&A section: students ask questions freely based on their own
situation
○ Financial literacy class
■ Topics that will be covered: Credit and Debt Management:
● Understanding credit scores and credit reports
● How to build and maintain good credit
● Different types of credit (credit cards, personal loans, mortgages)
● Managing debt and strategies for debt repayment
● Risks of high-interest debt and predatory lending
● Q&A section: students ask questions freely

Week 10: End of the term

● Assessment of this project
● Display of results
○ Digital Journal
○ Poster
○ Video
Students' Products and Outcomes
We want the students who attend the class to keep a digital journal that is shared with the
volunteers, regardless of which session they attend. This is to ensure that proper feedback is
given that is specific to the student and their strengths and weaknesses in the course. More
specifically, the journal will, at minimum, contain class notes, short weekly summaries, feedback
and suggestions to the volunteers and teachers, and any writing memos and assignments they
pen. In having the students keep a journal record of everything, they can share with their peers,
look back on notes, and get personalized feedback from peers and/or volunteers.
The volunteers can view these digitized journals at any time promptly and overlook how
a student is doing in class. Writing gives hints to how a student is receiving the information
being given to them. For example, if a student is writing something that does not make sense,
questions can be asked as to what they need help with, or even if it is more detailed in some
areas than others, it gives the volunteers an idea of where they should be assisting them.
These college and career readiness and other life skills can be difficult to understand or
follow, so keeping a student digital journal helps both the student and volunteers. It is
specifically digital to keep a record of all typed versions, automatically save work (when
connected to the internet), and share with others easily. Paper versions can get lost, or ruined by
outside factors, handwriting can be illegible to the reader, and storing it can be a hassle. Students
can handwrite everything, but it has to be uploaded into the digital journal to avoid these possible
calamities.
Assessment Plan

The program's objectives are to get John Finney High School students to think and care
about their future, boost their study motivation towards successfully graduating by reinforcing
their communication with professionals relating to their future pursuits, and equip students with
relevant and practical knowledge for post-high school success. We sincerely hope that students
will find the program of great help in shaping a clearer future path and promoting individual
growth by gaining useful information and skills that can be applied to their daily lives.
The assessment of the program will be based on two forms, formative and summative. On
a weekly basis, to help students review what they have learned and what they may miss, there
will be regular quizzes to test their knowledge on specific topics like budgeting, tax filing, and
credit reports. The test score will not affect students’ academic performance for graduation but
will be a reference for both students and teachers to see if the program is effective and if there’s
anything to adjust and improve to help students comprehend what has been taught in class. As
for the college information mentorship, it will be assessed by class participation. Students’
engagement in discussions, games, and projects will be observed and evaluated. We don’t force
everyone to show extremely outgoing performance throughout the discussion, but we do wish
and encourage all students to at least share whatever they have in mind freely and relaxedly out
loud so the mentors can provide more targeted help and feedback. Besides, we set after-class
activities for both sections as a way for students to have practical practices of the theoretical
skills they’ve learned in class to assess their level of mastery.
At the end of the program, we will have a final project as a summary to let students share
what they have learned overall. For the financial literacy class, students will be required to
develop a comprehensive financial plan, including a budget, savings strategy, and credit reports
based on their own situations. For the college information session, students will present on a
university, detailing the application process, available scholarships, and an overview of campus
life. Additionally, surveys and feedback forms will be distributed to collect feedback from
students to gauge their understanding and satisfaction with the course content and delivery.
Budget

For our program, we will apply for $10,000 to cover one school year, which consists of
approximately 180 days.
The majority of our funds, estimated at $8,000, will be allocated to the financial literacy
teacher's salary. The school year spans around 30 weeks, and we plan to hire one or two teachers
for these weekly courses. The remaining budget will be divided into two parts: $1,300 will be
dedicated to supplies for both of the classes, such as game cards, paper, pencils, and crayons. The
remaining $700 will be allocated to support volunteers' transportation costs, such as Uber or
other transportation methods, to ensure they can participate in the program.
 References
Haas, Craig. “Special Ed Best Practices Inspire Successful Expanded Learning Time for All
Students.” Edutopia, George Lucas Educational Foundation, 23 May 2013,
www.edutopia.org/blog/stw-expanded-learning-time-special-education-craig-haas.

Leonard, Daniel. “How Financial Literacy Can Engage and Motivate Reluctant Math Students.”
Edutopia, George Lucas Educational Foundation, 24 May 2024,
www.edutopia.org/article/financial-literacy-motivate-math-students.

Stover, Kailen. “Getting Started Teaching Personal Finance.” Edutopia, George Lucas
Educational Foundation, 18 May 2021,
www.edutopia.org/article/getting-started-teaching-personal-finance.

Yeager, Erin. “Improving Attendance through Mentorship.” Edutopia, George Lucas Educational
Foundation, 23 Feb. 2024,
www.edutopia.org/article/addressing-attendance-concerns-mentorship.

Vogell, Heather. “How Students Get Banished to Alternative Schools.” ProPublica, 2 Mar. 2020,

www.propublica.org/article/how-students-get-banished-to-alternative-schools.

Board, Ccea. “The Changing Face of Continuation Schools.” CCEA Plus - California

Continuation Education Association Plus, 8 Oct. 2018,

cceanet.org/changing-face-of-continuation-schools/#:~:text=Ineffective%20teachers%20a

nd%20administrators%20used,them%20through%20the%20educational%20bureaucracy.

Sampson, James P., et al. Fostering College and Career Readiness: How Career Development

Activities in Schools Impact on Graduation Rates and Students’ Life Success. 2011,

diginole.lib.fsu.edu/islandora/object/fsu:207200.