Our Mission:

Enable neighborhood children to make positive contributions to our larger community—now and as adults.

Our Goals:

WPYC’s overall aim is to nurture each child’s potential, specifically by

  • Nurturing academic development
  • Nurturing socio-emotional development
  • Nurturing cultural awareness and appreciation and
  • Nurturing students’ interest in serving the community

Visit Our Program page for m ore details on our  programmatic approaches You’ll find that we employ nationally recognized programs, as well as innovative and effective programs we’ve developed in house.

Our Students:

In 2015, 79 students participated in WPYC programming, with a daily average of 36 students regularly attending our after-school program.  Our after-school program focuses on children, ages 5-15, enrolled in grades k-8, who live or attend school in the Winton Hills area. Older students, who have “graduated” from our program, still find WPYC a safe place to hang out–and help out.  All WPYC participants were residents of the City of Cincinnati.

Gender:           Females: 53%                     Males: 47%

Students from Low-Income Families:       93%

Students from Single-Parent Homes:      84%

Recent participants have attended a range of area schools including:

  • Aiken High School
  • Central Baptist
  • Children’s Home
  • Clark Montessori
  • College Hill Academy
  • Parker Woods Montessori (formerly Winton Montessori)
  • Shroder High School
  • St. Clemens
  • St. Boniface
  • St. Vivian
  • Western Hills High School
  • Winton Hills Academy
  • Winton Place Preparatory Academy
  • And several other area charter schools

Our Neighborhood:

Winton Hills is comprised of two major Cincinnati neighborhoods, Winton Place, which was recently renamed Spring Grove Village, and Winton Terrace.  Further demographic data are available here. (Coming soon.)

Our Measurement Tools:

WPYC measures, analyzes and enhances its performance using quantitative and qualitative data. Quantitative data are collected using detailed spreadsheets, reflecting student progress on individual mini goals and participation in programming related to social-emotional development.  These quantitative data are rounded out by qualitative data collected from students, parents, and a sampling of community members using surveys and interviews.