Academy of Hope Adult PCS

Expanding our services to adult learners and our “reach" by serving a larger and more diverse population of learners.
Ensuring that the organization is focused on understanding changing labor market needs and communicating those needs to adult learners through our curriculum and service design,
Ensuring that the organization is a regional leader in implementing innovative approaches to quality service delivery that connects education and workforce, and
Ensuring that the organization is sustainable into the future.

ACADEMY OF HOPE IS A STRONG, RESILIENT ORGANIZATION WITH THESE CHARACTERISTICS:
 Credibility: strong reputation as leader in field
 Longevity and sustainability (30+ years)
 Philosophy: we address the “whole person"
 Dedicated staff, volunteers, board, and students
 Committed funders, including D.C. charter board, SSE, private foundations, individuals, and others
 Culture and working conditions (e.g. collaborative, low turnover, etc.)
 Well managed and focused on mission
 Diverse in its learner populations by providing services
for individuals with disabilities or low literacy skills or who are learning English

There are four key drivers of strategy and planning for the next five years. They reflect our goals/objectives for the future and insights about how to leverage our strengths and experience to overcome barriers or threats.
1. Management. Sound internal management and focus, balanced with attention to mission.
2. Programmatic Strength. Strong programs with well‐integrated systems across instruction, learner services,
and accountability.
3. Culture. High quality climate for adult education, to build and maintain enrollment and ensure learner
success.
4. Resources. Human and fiscal resources will drive long‐term sustainability.

Academy of Hope met or exceeded all but two of our student achievement expectations and came very close to meeting an ambitious student progress goal for beginning literacy learners. Office of State Superintendent of Education (OSSE) Adult & Family Education expects 38 percent of adults entering a sub-grantee's program at the Beginning Literacy level to complete that level. We set our goal at 70 percent and came within one percentage point of meeting it. Similarly, we set high goals for our adult
basic education learners in terms of grade-level gains. We aimed for two grade-level gains, and 48 percent of our adults met this high bar. Almost three-quarters of our adults made one grade-level gain.