Who We Are

A HOME.

In our unique *residential program, scholars become a part of our community and for 5 days a week, live in our dorm-style residence halls. Under the guidance of residential staff, the residence halls offer the structure and stability crucial to the healthy and holistic development of our scholars. Additionally, scholars participate in weekly art therapy sessions and are connected with outside counseling services as needed and under the guidance of our Director of Wellness and Therapeutic Services. (*Our residential program is temporarily suspended due to the pandemic)

AN EDUCATION.

Building on safety and stability, and to facilitate scholars' academic progress, scholars and their families receive tuition assistance up to 90% of tuition costs to attend our partner school. After school, scholars receive robust academic support led by our Academic Directors and with the support of residential counselors and academic advisors. Beyond the classroom, Boys Hope Girls Hope of New York scholars participate in service learning educational experiences and a broad range of extracurricular activities, including our in-dorm literacy initiative and book club, Cover to Cover.

AND A FUTURE.

Spearheaded by the Director of College Success and Alumni Support, senior scholars receive highly-individualized college guidance assistance where they are provided with opportunities, workshops, and pertinent information for navigating the complex college process. Freshmen, Sophomores, and Juniors are gradually surveyed about their career interests and future aspirations to prep them for college and career readiness. Once scholars gain admittance into college, we continue our support through regular check-ins and upon meeting the appropriate criteria, administer a small scholarship in the fall and spring semester of each school year they are enrolled in college.

Our History

Our DNA

The Fundamental and Distinctive Characteristics of Our Organization

ACADEMIC FOCUS

We believe in the transformative power of education to develop lifelong learners using:

• Strengths-based, positive youth development approaches
• Practical preparation for careers to sustain one’s self and family
• Exposure to diverse opportunities that enrich one’s life and enhance learning
• Scholarship incentives encouraging and maximizing self-motivated learning

VOLUNTARY PARTICIPANT COMMITMENT

We believe in the motivational power of self-selection into the BHGH program because:

• Parents and Scholars share a vision for a better future
• Scholars elect to invest in themselves and are empowered to join
• Families value and trust in a working partnership with BHGH
• BHGH serves bright, capable young people who are motivated to overcome obstacles to reach their potential

FAMILY-LIKE SETTINGS TO CREATE A SENSE OF BELONGING

We believe youth derive their energy and sustenance from exposure to nurturing environments that provide:
• Inclusion in a loving community that meets youth where they are but sets high expectations
• A feeling of “being home,” with residential care as needed
• Strong and supportive developmental relationships with adult mentors and peers
• Stability, structure, and individualized guidance in small settings
• Modeling of positive values

FAITH-BASED VALUES

We believe that a loving God cares about the life of every individual and manifest this belief by:

• Respecting, serving and engaging people from all faith and non-faith traditions
• Focusing on those most in need of our services
• Fostering spirituality and an active spiritual life as essential elements of healthy personal development
• Helping youth develop a moral compass based on universal principles

LONG-TERM AND COMPREHENSIVE COMMITMENT

We believe an enduring relationship with youth holds the most promise for attaining positive outcomes by:

• Intervening early to support scholars from adolescence through college graduation and beyond
• Offering a holistic spectrum of programming that evolves with the age and needs of youth
• Providing ample opportunities for youth to develop social and emotional learning skills

SERVICE AND COMMUNITY ENGAGEMENT

We believe in the Jesuit-inspired, values-centered hallmark of building “persons for others” by:

• Developing character through service learning activities related to social justice and civic responsibility
• Educating those at every level of our organization in cultural competence
• Seeking collaborative partnerships to enhance our mission

"We saw evidence of the powerful benefit of a safe environment and mentors who provide both structure and care. These young scholars are fortunate indeed to have the support of parents and the wise counsel of the program's advisors. Bravo, BHGH!"

Rebecca Sykes, President of The Oprah Winfrey Foundation, Dinner Guest

The Need We Address

Prior to joining our program, our scholars’ circumstances include environmental barriers that make it difficult to concentrate on achieving their goals. The relationship between educational failure and poverty creates a vicious cycle that affects too many children in our communities and negatively impacts our entire society.

  • Twenty-one percent of children in the US live in poverty (Census Bureau, 2014)
  • Children born into poverty are six times more likely to drop out of school (Cities in Crisis, 2008).
  • The longer a child lives in poverty, the lower their overall level of academic achievement (Guo and Harris, 2000).
  • Children from families in the highest income quartile are 8 times as likely to earn a college degree that those from the lowest income quartile (Pell Institute and Penn Ahead, 2015).
  • In 1980, college graduates earned 29% more than those without. By 2007, that gap grew to 66% (Baum & Ma, 2007).
  • The costs to United States society are significant in terms of economic productivity, tax revenue, health care over-utilization, parental attention to children’s educational development, civic engagement, and volunteerism (Baum & Ma, 2007).
  • According to CEOs for Cities, every one percentage point increase in adult four-year college degree attainment adds an additional $763 to per capita income per year (One Student at a Time, 2013).
  • Cohen and Piquero (2009) monetized the cost to society over the course of a “negative outcome” child’s lifetime as follows: High School Dropout = $390,000 - $580,000, Plus Heavy Drug User = $846,000 – $1.1 Million, Plus Career Criminal = $3.2 - $5.8 Million.

Invest in the success of our scholars!