Capital Preparatory Magnet School - The Road to College begins at Capital Prep

Maya Edwards

The Limited Amounts of Healthy Foods in Low-Income Families

Abstract of Project:
This study investigates the barriers to healthy food access in low-income communities, specifically the effects of food deserts on diet, health, and long-term well-being. With limited grocery stores, high food prices, and inadequate transportation, residents often rely on unhealthy, processed foods. These challenges, along with financial constraints, limited nutrition education, and targeted marketing, contribute to diet-related illnesses and health disparities. To address these issues, the study involved interactive educational sessions with students to raise awareness and encourage advocacy. Although participants began with limited knowledge of food deserts, they demonstrated significant improvement in understanding and engagement by the end of the program. These results suggest that education can play a key role in addressing food inequity and support the need for broader solutions such as policy reforms, local agriculture initiatives, expanded food assistance, urban farming, and technology-driven health education.

Oshoy Fray

The Shortage of Nutritious Foods in Schools

Abstract of Project:
Access to nutritious food in schools plays a major role in students’ physical health, academic success, and athletic performance. This research was conducted to examine the shortage of nutritious meals; specifically fruit smoothies offered to students and how this shortage impacts both student academic performances & their wellness performances. This mixed-methods case study was conducted at Capital Preparatory Magnet School using surveys and workshops, with a total of 26 student participants. Data collection focused on student feedback about the availability of fruit smoothies before and after the proposed treatment. A combination of quantitative results and qualitative comments were used in order to measure my treatment’s success. Findings showed that 46.2% of students reported not receiving smoothies at all, while only 15.4% said they received them a few times a week. The results demonstrated that although awareness was raised, and my findings clearly show that the lack of nutritious school food is real and that healthy meals, like fruit smoothies, positively impact student performance. However, despite these efforts and contacting the Directors of Nutrition, my treatment still did not lead to schools consistently serving nutritious meals or smoothies each day.

Savannah Fulton

Maternal Mortality in African American Women

Jahdae Gocul

Systemic Racism on Black Students’ Mental Health

Abstract of Project:
Systemic racism has significantly affected the mental health of Black students for generations. This project looked at how teaching students about these effects could build better awareness and support at school. The study aimed to answer the essential question: How can educating/raising awareness about the impact of systemic racism on Black students' mental health improve support and understanding? This study used a mixed-methods approach with a group of students from Capital Prep. Students attended learning sessions focused on understanding systemic racism and its impact on mental health. Pre and post-surveys were given to measure the changes in awareness, along with group discussions and open-ended reflection questions. The results showed a significant increase in student awareness after the sessions. In the beginning, many students had limited understanding of how systemic racism affects mental health. By the end, students showed better empathy, a stronger understanding, and a willingness to advocate for themselves and others. The findings showed that student awareness of systemic racism and its effects on mental health increased after educating. Future work should focus on expanding these conversations across different schools and communities, especially in places where these issues are often ignored.

Jalyn P. Green

The Under Representation of Black Athletes in Men’s Volleyball

Abstract of Project:
This study investigates the underrepresentation of Black male athletes in men’s volleyball and aims to raise awareness, challenge stereotypes, and encourage greater diversity in the sport. The research focused on a group of 15 students at Capital Preparatory Magnet School, an urban school with a high African American population, to assess their knowledge and perceptions of Black representation in volleyball. Using a mixed-methods approach, including informational sessions, exit tickets, pre- and post-surveys, and group discussions, the study measured students' awareness before, during, and after a volleyball mentorship program. The findings reveal a significant increase in awareness, with the percentage of students who could identify a Black male volleyball player rising from 25% to 75%. Students also expressed a shift in perception, recognizing volleyball as a more inclusive sport and identifying barriers such as lack of exposure, representation, and resources in Black communities. The study concludes that educational interventions, mentorship, and targeted outreach are effective in changing attitudes and promoting diversity in volleyball. It recommends policy changes, community engagement, and recruitment efforts in predominantly Black areas to increase representation. Future research should explore long-term impacts of similar programs across different schools and age groups.

Rawda Hamadou

Rehabilitation and Social Acceptance for the Formerly Incarcerated

Abstract of Project:
Reentering society after incarceration can be a difficult and isolating experience. This project explores how to support formerly incarcerated individuals as they rebuild their lives and seek acceptance in their communities. Even after serving their time, many face challenges like finding a job, securing housing, and being treated fairly. This project looks at how changing public attitudes and policies can help reduce stigma. The goal is to promote fair treatment and help build stronger, safer communities by supporting rehabilitation and second chances.

Nyah Howard

The Impact of Inadequate Special Education Support on Students with Learning Disabilities

Sherdon Rodney

The Low Literacy Rates of Black Students in Urban Areas

Abstract of Project:
Reading is a fundamental skill necessary for success in school, the workforce, and society at large. While these skills are ideally developed from a young age and strengthened through middle and high school, many students—particularly Black students in low-income urban communities—struggle to reach grade-level proficiency. This study aimed to raise awareness of low literacy rates among this population and to examine whether implementing targeted reading developmental courses could improve students' reading levels and interest in reading. The study focused on a sample of 8–10 eighth-grade students, drawn from a larger population of 181 students in grades 5–11. These students participated in reading developmental courses as part of the treatment. A mixed-methods approach was used, incorporating multiple data collection tools to measure growth. Findings revealed that students in the treatment group showed significant improvement in both reading ability and engagement. However, challenges such as word pronunciation and phonological awareness persisted. One key limitation was the limited time available for instruction, suggesting that extended reading interventions may yield even stronger outcomes. Overall, the results support the effectiveness of reading developmental courses and highlight the need for sustained literacy support as a critical component of educational equity and student success.

Alexis Rodriguez

Support For Children Whose Parents Are Incarcerated

Abstract of Project:
This study addresses the overlooked needs of children with incarcerated parents, aiming to foster a supportive environment and reduce feelings of isolation. The research involved gathering data through surveys administered to students at Capital Prep, followed by the creation of a focus group comprised of ten students from grades 8th to 10th. This focus group served as a safe space for open communication and community building. The surveys and focus group discussions revealed a significant need for peer support and understanding among students experiencing parental incarceration. The findings highlight the importance of creating school-based programs that provide a sense of belonging and normalize the experiences of these children, ultimately demonstrating that they are not alone in their struggles and fostering resilience.

Dwayne Small

Public School Budgeting Disparities in Low and High-Income Communities

Abstract of Project:
Inequities in public school finance are harmful to low-income students by limiting access to quality education and resources. The aim of this study was to explore the reasons for these disparities and identify policy reforms and grassroots initiatives that would contribute to educational equity for all income groups. This action research utilized qualitative techniques, including interviews, surveys, and the study of public policy documents. Participants included students, teachers, and community members across various school districts. Data were collected to learn about lived experiences, funding inequalities, and local advocacy efforts. Thematic coding was used to analyze responses and identify recurring themes. Results indicated that poor community schools get less funds due to locally property tax-based funding systems, which leads to less educational materials and opportunities. Disproportionate resource distribution, inaccessibility to better courses, and no community participation were the top mentioned themes. However, community-based initiatives and advocacy organizations proved to be the most important entities to assist poorly funded schools. The study found that public school funding disparities continue to affect student achievement and equity. The results suggest that policy reform and more community activism are necessary to address the gap. To promote long-term change, the study recommends investing in equitable funding systems and support to bottom-up movements that strengthen low-income school communities.