Celebrating 10 years of apprenticeships and planning for many more

Throughout my time with Spark - first as a supporter and donor, and now as CEO and a

former mentor - it has been a truly amazing experience to watch Spark grow. Since its establishment in 2004 and its first program launch in 2005, Spark has demonstrated a trend of progress and growth to reach more students, engage more mentors and partner with more schools and companies nationwide. 

We began with a partnership with one school; we paired 11 students with mentors in Redwood City, CA. Today, we are partnered with nearly 30 schools. We are serving more than 1,000 students this year – our largest annual student cohort ever – which means we will have reached more than 4,500 students cumulatively by the end of our tenth year.

This service is only possible with the support of donors and funders who believe in Spark’s impact and value.  In 2005, Spark received its first gift of $10,000 from the Peninsula Community Foundation (now known as the Silicon Valley Community Foundation). In 2008, the Draper Richards Kaplan Foundation provided us with $300,000 to engage in our early development phase. And from 2007 to today, the Peery Foundation, Spark’s largest historical funder, provided $750,000, which was fundamental to our replicating across four major metropolitan regions.

To date, Spark has exceeded $3.5 million in funds raised from many great individual, foundation and corporate supporters. That momentum has lead to Spark most recently being awarded a slate of new and big funding commitments over the last 18 months from notable national funders, including $1.2 million from the Michael & Susan Dell Foundation to support the development and launch of our alumni programming that supports our students transition into high school; $650,000 from the Brin-Wojcicki Foundation for capacity-building, strategic planning and local program implementation; $240,000 from the All Points North Foundation for public policy work and our Spark Online Institute for teachers; and $100,000 from the Rockefeller Foundation for general operating support.

In just 10 years, we have not only grown, we have improved by tailoring our program to the needs of students and educators in the middle grades, as well as mentors. The institution of “Spark Skills” like teamwork, time management and goal setting helps students build capacities for success.  The development of Spark Online provides on-demand resources and training to mentors and educators. Data-sharing partnerships with school districts mean we can accurately measure our short- and long-term impact. Yet, I believe we have barely scratched the surface of what Spark can do for the thousands of students who can benefit from caring mentors, workplace apprenticeships and targeted skill-building.

This is only the beginning. While we expand our reach to record-setting numbers, this year we are also embarking on our next organizational strategic plan, mapping growth along with quality and sustainability. We imagine a time when mentoring and career exposure are part of the middle school experience for all students - so that young adults like Jonathan continue to feel that they get a, “head start in life.” And working professionals like Bruce continue to have the opportunity to give back during the workday and report that mentoring with Spark is, “one of the most enjoyable projects I've done in recent memory.”

Though these ideas are inspiring and motivating, we remember now - after 10 years of pairing students with mentors in engaging apprenticeships - that the work spearheaded by Spark’s talented staff everyday is all about helping today’s youth prepare for successful futures. 

Thank you for your support, and I’ll be eager for us together to continue this journey with Spark!

The apprenticeship approach: tailor-made for young adolescents

I had the chance to participate in Opportunity Nation’s Opportunity Summit in Washington DC. The annual event convenes a great number of organizations, including Spark, partnering to provide pathways to education, employment and ultimately prosperity for what are called “opportunity youth.” These are young people aged 16-25 who have dropped out of school or have graduated but have not attained post-secondary training or a degree and are therefore unable to obtain meaningful and steady employment.

There are more than six million opportunity youth currently in this country. It is estimated that the macroeconomic costs of all opportunity youth total more than $6 trillion over their collective lifetimes (a million dollars each), as they draw more from society than they are able to contribute to it.

Spark is engaged in this movement even though our students are younger than those addressed by most others within the Opportunity Nation coalition. Our role, of course, is in identifying young people who are showing early warning signs that they may migrate into this category. Participating in Spark keeps them engaged, on track and ready to graduate high school on time and be successful beyond.

Interestingly, our approach with 13 and 14 year-olds in the middle grades is nicely aligned with many of the strategies employed for older youth. One method that has gained momentum in recent years is the apprenticeship.

There are thousands of registered apprenticeships, cataloged and designated by the Department of Labor. They run the gamut from “traditional” trades like plumbing, utility work and carpentry to new occupations generated by the computer and information age, such as computer technicians and network administrators. Importantly, earning an apprenticeship certificate is portable. They are recognized across states, just as post secondary degrees are. There’s legislative work underway to support these types of apprenticeships. Senator Cory Booker and Senator Tim Scott introduced The Leveraging and EnergizingAmerica’s Apprenticeship Programs or “LEAP” Act to increase apprenticeships through a new federal tax credit for employers. 

Spark calls its project-based learning experiences with engaging mentors in exciting workplaces “apprenticeships.” While these opportunities are not officially registered apprenticeships designed to connect people directly to specific careers, they nevertheless embody the spirit of the apprenticeship approach for younger students. The experience is hands-on, experiential, embedded within the workplace, and guided by an expert mentor.

Our belief is that Spark’s apprenticeship approach is uniquely suited for young adolescents. The middle grades are notoriously challenging for youth. This is the period when students begin to really disengage. Gallup conducts an annual poll of students – some half a million in the sample each year – that measures, as they categorize it, their hope, wellbeing and engagement. Hope and wellbeing actually remain reasonably steady from fifth grade to twelfth grade. Meanwhile, engagement drops. And two-thirds of that drop occurs in the middle grades – sixth, seventh and eighth. Other studies have shown that by the time students reach high school, as much as 60% are “chronically disengaged.”

My sense is this disengagement is driven by a mismatch between the teaching and learning approach in school in these years – which still remains largely didactic in a majority of schools – and what students need in this developmental period. Young adolescents are in an intensified period of identity formation, yet schools rarely tap into their self-interests. They respond most to relationship-based experiences, but their bonds are limited to their teachers and peers, therefore they lack broader social capital. And, they are beginning to think more about their futures, yet they are not offered enough opportunities to explore their options at this stage.

When the organization Get Schooled surveyed students who were chronic absentees, the youth cited their reasons for disengaging: school is “boring” and they didn’t like the subjects. They also indicated what would get them more interested: hands-on activities and a better connection between what there are doing in school and their futures.

Apprenticeships address these needs directly. Obviously, middle grades students are not old enough to engage in registered apprenticeships. But, the apprenticeship approach is uniquely suited to tapping into students’ self-interests, offering a broader set of positive relationships, and examining future professional options. Furthermore, apprenticeships do satisfy young people’s craving for hands-on learning experiences and the connection between education with future careers and the paths to get there.

At Spark, we’d like to see a workplace-based, hands-on learning project become a standard educational experience in the middle grades. It’s the type of opportunity that can get youth fired up about learning, keeping them engaged, on track and ready at a critical inflection point. That’s good for education. It’s good for workforce development. It’s good for young people.