Impact

In FY 2022-23 (July 1, 2022 to June 30, 2023), RIT served a total of 2,000 low-income refugee and immigrant clients from approx. 40 countries.

English Language Gains:

In 2022-2023, 690 adult students attended RIT’s Adult English Language Classes (including: English/Literacy, Vocational English, bilingual Afghan Women’s Classes, Citizenship Test, DMV Permit Test Courses.)

  • 29% increase in students compared to 2021-22

  • 50,522 instructional hours delivered (32% increase from 2021-22)

  • RIT students’ English reading gains outperformed California state goals and averages in 3 language levels. 

As a California Dept. of Education grantee since 2001, RIT formally pre- and post-tests students with the nationally recognized California Adult Student Assessment System (CASAS). Gains are defined by % of pre- and post-tested students who advance to the next language level (according to the National Reporting System). State goals and averages are set for adult schools, community colleges, and nonprofits.

93% adult students who took RIT’s self-efficacy assessments, passed. These tests assess real-life topics that include filling in a job application, demonstrating successful job interviewing techniques, making inquiries at a bank, or calling the school to inform them of child’s absence.

Administered in English and approved by the California Department of Education, these tests measure gains in skills and knowledge needed to successfully navigate systems in the U.S., such as employment, health, finance, safety, and citizenship.

Multilingual Case Workers:

364 clients received critical support from a multilingual team of 7 case workers speaking our clients’ most common languages: Burmese, Ukrainian, Russian, Dari, Pashto, Spanish. At least 251 clients received translation or interpretation.

Case workers helped at least 84% of the clients successfully resolve issues. Top 10 most common issues are:

  1. Education: referrals to adult education, school enrollment/registration for kids

  2. Social Safety Net: Assistance with applying for or troubleshooting public benefits (Medi-Cal, CalFresh, CAPI, RCA, SSI, etc.)

  3. Immigration Navigation: assistance with navigating immigration paperwork (green card, employment authorization, asylum, citizenship, family reunification)

  4. Employment Linkage: connection with employment services and resources, help filling out employee applications, helping resolve employer/employee issues

  5. Vital Documents: obtaining social security cards, navigating issues with passport, ID, birth certificate, driver's license

  6. Housing Referrals: linkage with affordable housing and rental assistance resources

  7. Referrals for Legal Support and Victim/Witness Services

  8. Health: referrals to physical/mental health services, help communicating with healthcare providers

  9. Finance: tax filing information, opening bank account, guidance on navigating financial issues such as bills, loans, worker's comp

  10. Connection to Items: assistance with procuring free or low-cost items (such as items for children, computers, phones)

Afghan Pathways towards Wellness:

74 Afghan women participated in the multilingual, trauma-informed Wellness program led by a team of Dari- and Pashto speaking Afghan women staff. The program included support groups, workshops, wellness assessments, and outreach/referrals for prevention counseling and other services. In addition, RIT regularly holds community events with cultural activities, food, and giveaways, attended by hundreds of community members!

Youth Programs:

Approx. 1,000 youth participated in RIT programs:

  • Home-based tutoring and mentoring through trained volunteers and staff (throughout the Bay Area);

  • School-based programs in partnership with San Francisco International High School (daytime classroom support); Fremont High School in Oakland (daytime classroom support and after-school program); and Oakland International High School (after-school program);

  • Youth Leadership (peer tutoring and Youth Wellness Ambassador) programs at San Francisco International and Fremont High Schools;

  • Family Navigation in Oakland Unified School District (see more information below);

  • Childcare Program.

Youth Leadership:

Based on their leadership and initiative to contribute, ~10 newcomer youth each year are recruited to participate in RIT’s Youth Leadership programs, building job and leadership skills:

  • Peer Tutors: homework/assignment support for newcomer students in RIT’s after-school program at Fremont High School;

  • Wellness Ambassadors: outreach on topics of public concern (health, extreme heat, etc.) to the school community at San Francisco International High School.

Scholarly article by Jane Pak, Jyoti Gurung, Amy Argenal (RIT Staff & Board Team): “Refugee and Immigrant Youth Leaders: Strengths, Futurity, and Commitment to Community”

This study explored the Youth Leadership/Peer Tutoring program at RIT. Bringing together works on Community Cultural Wealth (with the addition of Migration Capital) and Critical Refugee Studies collectively as a conceptual framework, this study highlights three themes: (a) commitment to community, family, and giving back; (b) encouraging communication and cultivating a pan-newcomer community; and (c) leadership as commitment to community and positive, collective futurities. Data support a strengths-based framework when working with refugee and immigrant youth as they transition and adjust to their new school environments and communities. The study included 12 participants who all participated as youth leaders/peer tutors in RIT’s Youth Leaders/Peer Tutoring program. Countries of origin included Burma (Karen), Bhutan, Nepal, China, and El Salvador. 

Our hope is for this study to reveal possibilities for extending welcome and mutual support through a strengths-based lens within diverse newcomer peer learning environments.

Family Navigation in Oakland Schools:

RIT filled a gap in Oakland Unified School District by providing community navigation in the Mam language. Speakers of Mam (an Indigenous Mayan language group from Guatemala) are the 2nd most common group of newcomers arriving in Oakland public schools (after Spanish speakers). RIT visits Oakland schools and provides crucial assistance with enrollment, interpretation, and referrals to community services. 350 newcomers received this service in Mam or Spanish in 2022-23.