Developing Tomorrow's Professionals (DTP) is a carefully constructed program of training, assessment and support services designed to address the needs of young men of color (Black and Latino), providing year-round overlapping mentoring, academic skill set training, university linkage, and technology training as it relates to academic performance and assessment. The DTP is designed to create, improve and sustain a young man's approach to academic partnership, character development, leadership, fatherhood, college matriculation and career potentialities.
The DTP program is specifically designed for Black and Hispanic males students (grades 9-11, and adult education), ages 15-19.
One of the founding principles of the DTP program is to address those skill sets that are far too often assumptions of public education. With the focus on measurable academic achievement we often ignore the circumstances that limit student motivation in highly pressurized educational endeavors, tests and assessment. The DTP strives to address many of the barriers that dim a student's desire to achieve in the academic world, and subsequently in the world about them. With the single parent domestic setting increasing annually, especially in Connecticut's urban cities and towns, we must embrace the consequences of those environments and how they impact the growth and development of our urban youth. According to recent United States Census statistics, Connecticut is experiencing a rather dramatic increase in single parent homes. From the '80s until now, the increase has been well in excess of 30 percent. Of these households, 78 percent are female-headed. Bridgeport, Hartford, New Haven, Stamford and Waterbury contain 32 percent of the state's single parent homes. In Hartford, the number of single parent families exceeded the number of married couple families for the first time in 1990, representing 55 percent of the city's total population. In New Haven 85 percent of single parent homes were female-headed, of which 41 percent had incomes below the poverty level. We cannot minimize the impact of the absence of a father, a male role model, especially for our male students in the educational process. Additionally, almost 25% of our Connecticut public school enrollment is students of color, yet only 7% of our faculties are minority teachers. These facts point to current and future parenting issues, a student population at risk of falling through the academic and social cracks and most importantly, potential generations of young men of color who may never approach the promise of their God given gifts.