“We wanted to help less fortunate children get a good education, but we never thought...

“We wanted to help less fortunate children get a good education, but we never thought we could bring fresh, enthusiastic and qualified teachers into urban classrooms.”

For at least 30 years, Eric and Anne Ferguson have been active in philanthropy.

When they established the Ferguson Fund at the Foundation in 1997, the staff worked with Eric and Anne to identify and focus on issues important to them, including addressing the achievement gap between students attending city schools and those in suburban school districts.

“With the Foundation, we became more involved in educational initiatives,” Eric said. “It has been shown that if you do not reach children from age four and up with education and positive role models, it is almost certain that by age 15, too many of these teenagers will be trouble.”

Consequently, with assistance from the Foundation, the Fergusons identified Teach for America as a program worthy of their support. For two years the couple has funded the program, helping bring new, qualified teachers from across the country to some of the most challenging schools in Bridgeport.

“This is a very complex problem,” said Eric. “You need financing, teachers, parental involvement and a support system.”

Teach for America is an important component of the solution.

“With a problem as complex as education in an urban school district, progress is made one step at a time,” said Eric. “Teaching is one of those major steps.”

“I always wanted to be a teacher. I want to help kids get a fair shot in life.”

Nate Snow knew he would face challenges as he prepared for his first year as a language arts teacher in Bridgeport’s Barnum Elementary School.

As a member of Teach for America, the 2007 graduate of Texas A&M University had signed up to work in an underperforming school district because he felt that was where he could make the most difference.

“My eighth graders were reading at a fifth grade level,” Nate said. “I vowed to improve their reading and comprehension scores as quickly as possible.”

The 24-year-old explained to his students and their parents and guardians that he had ambitious goals for the year, and an aggressive lesson plan that would push students harder than they had been pushed before.

“I was candid and honest with the parents–and the aunts, uncles or grandparents caring for my students–that I needed their support, and knew I could rely on them to back my strategy at home.”

The group effort paid off. By the end of the school year, Nate’s students were working harder, showing more interest and improving their reading skills.

“Their reading improved by two levels,” he said.

With the confidence of a successful year behind him, Nate has even more ambitious plans for his new eighth grade students this year.