By: Natalia Bruyansky

As federal emergency COVID funding nears its end in June, the fate of the Learning to Work program hangs in the balance, posing a dire threat to thousands of students at risk of dropping out of school. With approximately three-quarters of its budget, a substantial $32 million out of $40 million, sourced from federal pandemic stimulus funds, the program’s future appears uncertain, NY Post reported.

The Learning to Work initiative serves as a lifeline for 16,000 students across 66 second-chance or transfer schools, along with 19 Young Adult Borough Centers operated by 20 community-based organizations. Catering to individuals who are behind in academic credits, have criminal records, or face other barriers, the program aims to guide them toward graduation or equip them with skills essential for employment.

However, concerns have mounted over the looming financial crisis, exacerbated by the costly migrant situation in New York City. Michael De Vito, Executive Director of the New York Center for Interpersonal Development, emphasized the urgent need for attention to the program’s funding. He highlighted the lack of communication and direction from the Department of Education regarding the future of the program, leaving students in limbo.

De Vito lamented the diversion of attention and resources towards other priorities, such as addressing the needs of migrants, while the essential support for at-risk youth hangs in the balance. Despite previous reliance on federal stimulus funds to sustain the program, there appears to be a glaring absence of planning and foresight from City Hall and the City Council regarding a contingency plan.

In a letter to State Senator Jessica Scarcella-Spanton, De Vito underscored the critical role of the Learning to Work program in providing a lifeline to vulnerable students. He emphasized the comprehensive support offered, including small learning environments, attendance outreach, counseling, and work-based learning opportunities. Additionally, he highlighted the program’s success in keeping students out of jail and on the path to graduation.

Data cited by De Vito revealed the significant impact of internships and specialized learning environments on student outcomes, with participants being nine times more likely to graduate than their counterparts in traditional public schools. Despite these promising results, uncertainty looms large as the clock ticks towards the expiration of federal funding.

In response to inquiries about the program’s future, a spokesperson for the Department of Education acknowledged the importance of career pathway opportunities for young people but stopped short of providing concrete assurances. While efforts are underway to engage with Learning to Work providers and advocate for continued funding, the looming financial cliff threatens to undermine years of progress in supporting vulnerable students.

As the deadline approaches, stakeholders continue to grapple with the urgent need for sustainable solutions to ensure that vital programs like Learning to Work remain operational, providing a lifeline to students in need.