90%
of Schools Make Gains
September 11, 2024
The One World Program trains teachers who implement our curriculum in their classrooms, guiding students as they learn how to research and write essays and turn them into presentations for their communities. One World Program students:
The program provides teachers in DC and the surrounding area with materials and support to improve their instruction of research and writing for students in grades 5-12 and adult learners.
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In the One World Academy, our teachers deliver an expanded version of our curriculum to students, preparing learners for their most important academic transitions. In addition to the in-school benefits, One World Academy students:
The fall Academy prepares high school students for the transition to writing in college. The spring Academy prepares middle school students for the transition to writing in high school.
Read MoreWatch One World students Caden (left) and Nyla (center), and their mothers, talk about how the program has improved their writing and changed their lives. Then hear why past program participant Ben Acquah has come back every year for the last five years to mentor younger students at the One World Academy.
A two-year World Bank evaluation of One World’s impact showed that 90% of schools using the program make statistically significant gains.
of Schools Make Gains
Students Served
DC’s Largest Writing Program
Library of Congress Best Practices Honoree
When DC International 7th-grader Victor Romero’s friend’s aunt died from an opioid overdose, it opened his eyes to the pervasiveness of this problem in DC, and the ways that Naxolone, also known as Narcan, could help. With close to 400 deaths each year, DC has the third-highest opioid mortality rate in the country—more than twice the national average. Naxolone can save someone’s life by reversing the effects of an overdose of drugs such as morphine, heroin, or fentanyl. Romero argues that if the government made Narcan kits more widely available, they could save a significant number of lives.
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