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NYC Libraries Receive a Pot of Gold

Wallace Foundation grants $6 million to improve children's programming

By Debra Lau Whelan -- School Library Journal, 1/1/2004

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Seeking to enrich the lives of New York City schoolchildren, the Wallace Foundation has donated $6 million to the city's three public library systems to support after-school and summer programs and to increase collaboration among all 212 branches.

New York Public Library (NYPL), Brooklyn Public Library (BPL), and Queens Borough Public Library (QBPL) will each spend their $2 million "Learning in Libraries" grants over the next three years to expand and create children's programs. But a substantial part of these resources will also go toward ensuring that the systems work together on collaborative projects.

"It's a big-picture grant that involves a long-term plan to train staff and evaluate and revitalize our after-school efforts," says Margaret Tice, NYPL's coordinator of children's services. "[It will allow us] to work together to improve how we offer after-school services to children—from coordination to marketing and outreach to making sure the money is spent in the most efficient way possible with no administrative duplication."

Collaborative projects include cooperation with the city's department of education to develop a better homework-help Web site for kids, and to launch a "Planning for Results" program, designed to increase the exchange of ideas between the libraries' staff and its communities, including public schools. The Urban Libraries Council, which received an $897,000 Wallace grant, will hire a senior program officer to oversee these joint efforts.

The $6 million gift, made in response to a $36 million emergency campaign announced by Mayor Michael Bloomberg in May (see News, June 2003, p. 23), couldn't have come at a better time. NYPL—with 85 libraries serving 50,000 kids a day—only had $30,000 in its coffers for pre-K–6 after-school programming in FY 2003–2004. The grant will allow the library system to continue a variety of poetry, writing, and arts-and-crafts projects, as well as launch more literacy enrichment programs and expand its online author chats, Tice says.

BPL hopes its enhanced after-school and summer programs will reach about one-third of the 675,000 kids it serves in 60 branches, says Ginnie Cooper, the library's executive director. The library will broaden its after-school efforts by hiring teens to help younger kids with their homework and recruiting volunteers to read to middle schoolers.

QBPL, which serves the most ethnically diverse county in the nation through its 63 branches, will broaden a popular latchkey program and focus on college preparatory and career development programs that prepare kids for the future, says Maureen O'Connor, the library's director of programs and services.

"We hope our partnership with the three New York City library systems will help libraries around the country serve their communities more effectively," says Christine DeVita, president of the Wallace Foundation.

 

Closing the Achievement Gap

Libraries can help close the achievement gap between poor and minority students and their white middle-class counterparts by providing resources and programming to boost literacy in their communities, according to a new national study by Paul Barton of the Educational Testing Service. Barton identifies reading to young children among the factors that influence student achievement, with only 48 percent of black children and 42 percent of Hispanic children being read to compared to 64 percent of white youngsters. Barton, who says libraries can help address such socioeconomic inequalities, encourages library sponsorship of family literacy programs and advocates that bookmobiles be "as ubiquitous as the Good Humor man."

While the federal No Child Left Behind Act was designed to address the achievement gap, the report suggests that the law needs to go beyond setting standards and establishing accountability. As Barton writes, "A learning policy needs to be mindful of what harms learning along the way." The full text of the report, titled Parsing the Achievement Gap, is available at www.ets.org.

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