Research has demonstrated that structured out-of-school programs benefit youth socially, emotionally and academically. After-school programs can impact learning and academic success in a number of ways. Instead of being cared for by a sibling or staying alone, participation in after-school programs result in less disciplinary problems, lower dropout rates, better academic performance in school, including better grades and test scores, greater on-time promotion, improved homework completion, and improved work habits. (Little, Wimer & Weiss, 2008)

Additionally, researchers and practitioners assert that out-of-school time activities that have potential to support and promote youth development have multiple benefits. These programs equip students with the skills needed to be “active learners” in the classroom as well as equip them with the skills necessary to become effective learners and leaders. (National Research Council & Institute of Medicine, 2002)

Findings indicate that disadvantaged youth are more likely to participate in tutoring programs and less likely to participate in extracurricular activities such as dance lessons or sports programs. As a result it has been concluded that academic deficits among disadvantaged youths tend to limit their ability to participate in other types of enrichment activities and programs. (gse.harvard.edu, March, 2006)

Similar studies have shown that at-risk students who have an interest in dance and have had an opportunity to participate in a dance program have demonstrated an increased respect for their potential to succeed and understand that it is possible to accomplish goals through hard work and cooperation with others.

These same studies have indicated that when dealing with the difficult lives of these young people, a number of issues exist that counteract this dream. Students do not necessarily show up for class or attend to what is requested by their teachers or mentors. They are more concerned with what they consider to be survival issues in their lives. (Taylor & Francis, April, 2000)

This is where The Aspire Project intends to make a difference.

The Aspire Project will provide a quality dance program for students who are genuinely interested in the arts and whose families do not have the resources to provide them with such an opportunity. When the basic necessities of access are supported, the children are free to benefit from the experience.

Initially, The Aspire Project will serve students, ages 5 -12, and will gradually grow to reach out to students up to age 18. The program will begin with regularly offered ballet and tap classes. Theater workshops and master dance classes by guest instructors will be offered periodically on weekends. Summer camps will be offered in dance and theater. The community will be invited to embrace each child’s potential, to acknowledge the possibilities and celebrate by enjoying performances and by joining in programs, workshops and other outreach opportunities.

• Seeking to honor God in all activities, through service to others.
• Endeavoring to serve the community by providing access for under-served youth to the arts
• Promoting physical and academic discipline among youth.
• Motivating under-served youth to believe that they can become whatever they aspire to become.

The Aspire Project is a Public Benefit Not For Profit Corporation organized in the State of Oregon and has been granted 501(c)3 tax-exempt status as a Public Charity by the Internal Revenue Service. The program is administered by a Board of Directors.

Executive Director and President, Susan Darrow brings over 20 years of experience as a dance instructor, 10 years experience in college operations administration and another 18 years in business management experience. The Aspire Project is a culmination of Sue's love for dance and her desire to motivate children to reach their full potential.

Secretary, Dorothy Milner, has had a life-long desire to mentor children to help develop them into successful adults. She has her Masters degree in counseling and has over 40 years experience working with young people. For the past 10 years, she has been a counselor in the elementary school system. In addition, Dorothy has served 15 years in higher education, including serving as dean of students.

Board member, Daniel Darrow has over 35 years of business operations management experience. In addition, Daniel and Susan have several years of experience working with youth in the urban Kansas City area. Dan's financial background and technical expertise is a valuable asset to the organization.

It is our belief that no socio-economic class is immune to the self-esteem damage that can be brought upon our children during the difficult adolescent years where peer-pressure and "fitting-in" have enormous consequences. This may be especially true for our young women. Participation in a focused, challenging performing arts program can help prevent feelings of isolation, alienation, and low self-esteem. This is one of the reasons we like to start children in the program in the 6-12 year old range.

We also do not underestimate the difficulty of providing meaningful activities for our children, while trying to make ends meet. The day-to-day challenges and uncertainties of modern life are significant for most of us. Relatively few families have the financial means to support a focused participation in the performing arts.

Because of our love and appreciation for the classical art forms, we hope to share the joy and discipline of these arts with our young people. There are many opportunities for friends to join in this Project with us. If you are interested in learning more about how you can help, please contact us at contact.us@theaspireproject.org

Thank you.