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The Oso Initiative
About Us
NAS Program
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THE 
OSO
INITIATIVE




OUR
WORK




REDEFINING EDUCATION THROUGH COMMUNITY-BASED
INNOVATION. 

Comprised of educators, activists, parents, and local leaders, we support
Chicago schools create transformational environments for diverse student
populations by empowering & developing the human assets and resources
surrounding them.

Learn More




THEORY OF CHANGE

1


EMPOWER THE
SCHOOL UNIT

We believe that the school unit is one of the primary levers for community
development.

 

Therefore, training community leaders to design and support transformational
learning environments can catalyze cultural and economic growth.

 

 

 

2


ALIGN SYSTEMS
OF SUPPORT


AN ASSET-BASED ANALYSIS OF COMMUNITIES REVEALS A BROAD ARRAY OF SATELLITE
SYSTEMS OF SCHOOL SUPPORT (I.E. LOCAL SCHOOL COUNCILS AND PARENT ACTION
COMMITTEES).
 
THEREFORE, CREATING OPPORTUNITIES FOR THE COMMUNITY TO DEFINE A VISION AND
AGENDA FOR THE FUTURE YIELDS INCREASED INNOVATION AND COLLECTIVE ACTION. 

3


ACTIVATE SYSTEM THINKING FOR GRANULAR IMPACT


WE BELIEVE THAT INNOVATION AND DATA-DRIVEN CULTURE SYSTEMS CAN INFLUENCE
INDIVIDUAL STUDENTS AND THE COMMUNITIES AROUND THEM.  





THEREFORE, WE TRAIN SCHOOL COMMUNITIES TO CODIFY THE PROCESSES AND PROTOCOLS
REQUIRED FOR TRANSFORMATIVE LEARNING ENVIRONMENTS TO THRIVE.








NEW AMERICAN SCHOLAR PROGRAM 

In collaboration with local nonprofits and Chicago educators, the New American
Scholars Program [NAS] offers summer enrichment and after-school opportunities
for newly arrived immigrants.

Learn More


WHY THIS WORK IS SO IMPORTANT...


THE CHICAGO HUMANITARIAN CRISIS

More than 36,000 migrants had landed in Chicago since August 2022. Most are
asylum-seeking Venezuelans who fled violence, job and food shortages, and a
collapsed healthcare system in their home country. They’ve traveled thousands of
miles to reach the United States, only to find a precarious future.



[Fast Economy, 2024]




THE ACHIEVEMENT GAP AMONG LANGUAGE LEARNERS

Nation­wide, 90% of fourth graders who are Eng­lish lan­guage learn­ers score
below pro­fi­cient in read­ing. By com­par­i­son: 64% of their Eng­lish-flu­ent
class­mates do not achieve read­ing pro­fi­cien­cy. 



[NAEP Report Card: Reading]




PREPARING EDUCATORS FOR THE FUTURE 

Even though one out of every four children in the United States is an immigrant
or the U.S.-born child of immigrants, many schools are ill-equipped to meet
their needs. Immigrant youth frequently are learning two languages, an
incredible asset, but one that many schools have yet to learn to support
effectively. Using multiple forms of communication in the classroom, along with
supporting native language development, takes skill and practice. The demands of
standardized testing often force schools instead to emphasize rote learning in
English, neglecting the incredible asset of children’s native languages and much
of what researchers have discovered about how children learn second languages. 

 

[Associate Professor Natasha Warikoo, Harvard Graduate School of Education]


LEARN MORE ABOUT THE NEW AMERICAN SCHOLAR PROGRAM:

Program Details & Registration

NAS Flyer & FAQs

Program Calendar & Overview




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