run by Smith’s organization, Horizons National. In fact, trends in education – such as out-of-school-time learning, high-quality academics, social emotional learning, and long-term commitment – point directly to a solution like Horizons. But Smith wouldn’t call these trends; at Horizons, they’re more like proven steps to student success. And Horizons should know – it has decades of experience taking those steps. Horizons started in 1964 in New Canaan, Connecticut, and has been expanding nationally since 1995; last year, Horizons
retention of over 80% annually across the network.” Since lasting connections create the greatest impact, Horizons makes retention a priority; many families are involved for decades as younger siblings make their way through the program and graduates return to volunteer or teach at Horizons. So – isn’t this just summer school? Absolutely not. Horizons programs typically take place on the campuses of nearby independent schools, colleges, and universities – taking students out of their usual
programs served over 4,600 students through 51 sites across 17 states. “Horizons is really a story about growth,” says Smith. “It’s about the growth of our students and their families – and their outlook on the future.” By any measure, Horizons students thrive. They improve their reading and math skills. They gain confidence. Most of all, they discover a new world of possibilities, things they never thought they could do or achieve.
LORNA SMITH
How does Horizons do it? Smith points to the Horizons model: long-term, in-depth, out-of-school-time instruction . “A successful adult is not a short-term proposition,” says Smith, “and a one-time intervention won’t fix the problem.” For students, Horizons begins in the early stages of their development – when they’re in Pre-K and kindergarten. Horizons commits to its students all the way through high school, providing a rare, long-term experience. “Our students and our teachers stay with us for years,” Smith notes, “we have an average student and teacher
routine and helping them shape a path for their own education. Horizons students focus on reading and STEM (science, technology, engineering, and math), and also participate in the arts, fitness, nutrition, and field trips. Through an in-depth, six- week summer program, plus afterschool and weekend programs throughout the year, Horizons students (and teachers) experience the freedom of new ways of learning. And it’s an incredible return on the investment. Said one Bridgeport, CT public school teacher, “If I can get two or three Horizons students in my class during the school year, it improves everything for everybody. It changes the class dynamic, and it changes how all of my students think about themselves and about their future.” It should come as no surprise that Horizons high school students have a 99% graduation rate, compared to a much lower rate for their same-income peers. And 91% of them go on to college or other post-secondary education. What’s next for Horizons? Smith would like to see the Horizons model extend to as many students and families who need it, and plans are already underway to explore new ways of scaling up. A retrospective study, looking at multiple school districts whose students attend Horizons, is also getting underway, and the results should go a long way toward better understanding how and why Horizons works. Because Horizons programs are tuition-free, Horizons is funded almost entirely through private philanthropy. Behind every low- income childwho improves his or her reading andmath skills, learns to swim, gains confidence, and discovers a whole newworld of possibility through Horizons, there are donors who make it all possible. The opportunity gap is real. But luckily, so isHorizons, and the private resources it harnesses to help low-income students create community, continuity, and a way to envision, and pursue, a brighter future. You can learn more about Horizons and its programs, and how you can help, at horizonsnational.org WESTONMAGAZINEGROUP.COM 189
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