Final

GU299

November 6, 2018

Education Trust Vision

Introduction

The Education Trust (ET) is an organization that focuses on promoting high academic achievement for all students from kindergarten to college. The primary goals is close the gaps in educational achievements that consign young people especially the ones from low-income families. It works alongside various stakeholders such as parents, teachers, and policymakers in bid to aid students as well as transforming institutions into institutions that can provide and meet students’ needs (Huang, Brink & Groot, 2011). The core belief underlying the performance of the organization is that through education, it is possible to close gaps that separate low-income students from other well-to-do young Americans.

Future Vision

The primary vision of the organization is to close the educational achievement gaps between young learners from low-income families and those from well-to-do neighborhoods. To date, young students from low-income learners have lower educational achievements and opportunities when compared to their counterparts from well-to-do neighborhoods (Ladson-Billings, 2006). ET comes to the rescue of the young learners through taking actions such as supporting their education programs and ensuring that they leverage opportunities such as college admissions and scholarships. ET also works with policymakers to ensure that education policies put in place uphold the plight of learners from low-income families and areas (Ladson-Billings, 2006). Student service learners could contribute to these goals through being involved in various processes such as decision-making in bid to ensure that effective decisions are reached.

Challenges

Though the organization has made important strides since it was founded, it is imperative to note that the organization has faced several challenges as follows. First, there is conflicts of interests as the members are in a few times not in agreement. Due to such conflicts, the organization is unable to fully meet the desire of the supported learners and institutions (Burki, 2014). Second, resources that can be accessed by the organization are sometimes not enough for the identified learners in need of help. This affects the efficiency of the processes undertaken. Finally, the organization is not fully able to influence policymakers into acting in a specific way. This means the organization is forced to live with the decisions made by the policymakers even if they may not be in the best interests of the learners.

Improvements

To realize improvements in how it attains the said goals, the following may need to be done. First, it needs to fully involve learners in various processes such as decision-making to arrive at decisions that fully align with the desires and aspirations of the identified learners. Second, ET should keep all stakeholders closer to address any emerging issues on time. There have been unexpected delays in how certain issues are addressed hence having stakeholders closer will help address the said delays. Finally, ET should also focus on attainment of primary goals before embarking on secondary goals. This will ensure that important goals such as support programs are attained on time.

Conclusion

ET is well placed as one of the organizations that aim at ensuring learners from low-income families and neighborhoods can attain educational achievements like those from well-to-do families and neighborhoods. The organization needs to keep all stakeholders closer and specifically the student service learners in bid to ensure that decisions made are effective and long-term (Huang et al, 2011). This will also make them motivated into doing more for their own educational career achievements.

References

Burki, T. (2014). 25 years of the Tropical Health and Education Trust. The Lancet 384(7), 21-47.

Huang, J., Brink, H., & Groot, W. (2011). College Education and Social Trust: An Evidence-Based Study on the Causal Mechanisms. Social Indicators Research 104(2), 289-317.

Ladson-Billings, G. (2006). From the Achievement Gap to the Education Debt: Understanding Achievement in U.S. Schools . Educational Researcher 35(7), 3-11.