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 after-school
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. In addition, 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 2017, Propublica’s Heather Vogell did an investigation on how students get banished
to continuation schools and put 15-year-old Logan Rewis’ story out to the public. According to
the article, Logan was suspended from school multiple times and was enrolled in Continuation
School. After a few years, he was doing better and was scoring B’s in almost all of his classes.
However, he later dropped out of high school and decided to work at his uncle’s farm. Why did
Logan drop out of high school when he was doing well in his classes? The article states that he
had many negative incidents with his teachers which might have pushed him to drop out. From
this, it’s clear that Logan lacked proper guidance and mentorship which might have encouraged
him towards graduation.
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. 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, 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 they cannot
succeed, and no amount of money can change a student’s motivation. These are the problems
that plague the low graduation rates at continuation schools like John Finney, and these problems
motivate our team to create this proposal.
Our proposal introduces an after-school program at John Finney High School where
students can choose to be a part of a college mentorship class or a financial literacy class and get
free food. For the college mentorship class, they will be put into groups with other first-gen,
low-income, or minority-identifying UC Berkeley students who will teach them about college,
financial aid, and opportunities that they might not know about. For the financial aid class, we
will invite volunteers from UC Berkeley Finance club, where volunteers will get paid to teach a
class on various topics in financial literacy. We provide more details about these classes in the
Project Description section. Because most students qualify for free/ reduced lunch, they might
also have difficulty having dinner every day. For this reason, we will provide free food during
our classes. We hope to help with food insecurity as well as incentivize students to join this
after-school program.
According to studies, having role models can be very motivating and helps increase
self-esteem and confidence. To gain these benefits, it’s important to have repeated, positive
interactions with people you consider role models. 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, and who will teach them about their options
regarding college. At the same time, they will build relationships with the students and
potentially become role models which can help students’ self-confidence and motivation. If the
student strongly believes that they will not go to college, we will have a financial literacy class to
teach students how to manage finances as they enter the working world. If implemented
correctly, this proposal can have a 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 and what they consider to be their future.
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

Continuation schools often have a negative reputation of misbehaved academic rejects
and that they babysit these kinds of students. 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 because
of this.

Benefits of Small Group Mentorship

The literature on mentorship usually examines the optimistic outcomes that mentorship
programs offer for high school students. By improving academic performance, fostering
emotional well-being, and promoting long-term 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

There is evidence of positive outcomes of implementing college and career readiness in
high schools. 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

Financial literacy, defined as the ability to understand and use various financial skills, is
recognized as a crucial life skill. 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.
Berkeley High School serves as a compelling case study within California. Teacher
Crystal Rigley Janis, who has developed a comprehensive financial literacy curriculum, reports
significant benefits for students. Her course covers essential topics, including budgeting, saving,
investing, and understanding cryptocurrency. Janis emphasizes that many students are eager to
learn these skills due to fears about adulthood and financial independence.

Conclusion
The above review of literature provides a comprehensive overview of the topic to be
discussed in our project. In general, continuation schools have relatively bad reputations and thus
there is a high need for improvement for the betterment of its students’ futures. Mentorship
programs provide crucial emotional and academic support, fostering long-standing positive
characteristics (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. The graduation
rate for this high school is 52 % which is far lower than the average graduation rate of California
which is 84.7%. 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 part of our program is a financial literacy course designed for students who plan
to pursue a career immediately after graduation rather than attending university. Our goal for this
course is to equip these students with practical skills that will be valuable in their post-high
school lives. We notice that the University of California, Berkeley which is close to this high
school has a finance club .We will find a financial literacy tutor from the University. The tutor
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 part of our program 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.
The courses will be both held after school. This is an optional program for high school
students. Both of the courses, including a university information session and a financial literacy
session, will be held at the same time and last around one and half hours. The tutor for finance
literacy class will be paid for the course. To encourage attendance, we will provide catering,
creating a welcoming and supportive environment. Also, we decided to buy some pizza and
snacks for high school students so they can have some food during the dinner time and this will
make the environment more comfortable to learn. The food can also motivate them to come to
the program. 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 from universities
■ Expectations for the program
■ Suggestions on students’ choices
■ Q&A
○ Collect students’ choices
○ Separate students into groups and classes
○ Assign volunteers 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 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 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 through Google Drive
so that it is always 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 go back and
look over notes and comment on sections that do not make sense. 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 volunteers 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 encouraged 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 or 30 weeks.
The majority of our funds, estimated at $5,500, will be allocated to the snacks and food
for high school students. Approximately $200 for each week for two courses. We will use $3,000
for the salary for the finance literacy tutor. The school year spans around 30 weeks, and we plan
to hire one or two teachers for these weekly courses. We will give $50 to the tutor for one course.
The remaining budget will be divided into two parts: $800 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

Blume, Howard. “Momentum Is Building to Require California High Schoolers to Learn How to

Manage Money.” Los Angeles Times, Los Angeles Times, 13 Mar. 2024,

www.latimes.com/california/story/2024-03-13/california-students-may-soon-be-required-

to-take-financial-literacy-class.

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.

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.

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

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

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

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

“How Does John Finney High (Continuation) Rank among America’s Best High Schools?” US
News,
www.usnews.com/education/best-high-schools/california/districts/vallejo-city-unified-sch
ool-district/john-finney-high-continuation-3601. Accessed 5 June 2024.