What began as a class project quickly evolved into a real-world advocacy effort with tangible results.   

The work originated in the spring 2025 URBE 5516: School-Community Partnerships in Urban Settings course, taught by Lori Shorr, associate professor of instruction, and Sylvia Simms, co-instructor and North Philadelphia community advocate. 

As the project continued into summer 2025, Temple University’s College of Education and Human Development graduate students Madison Kerney, Erica Breitbarth, Melissa Schepers and Allison Htay played a pivotal role in restoring $1.5 million in funding to support students experiencing homelessness in Philadelphia. 

Partnering with HopePHL (pronounced "hopeful"), a nonprofit focused on housing security among youth and families, they combined research, storytelling and advocacy to influence city policy and amplify the voices of vulnerable students. 

“One of the goals of our program is to bridge the gap between theory and practice in urban education,” Shorr shared. “The community projects not only teach students how to be better partners in education-focused initiatives, but it connects them to people who are making a difference right now so they can be a part of those challenges and those wins. These relationships, between students and community partners and between students and other students in their team, will help build a lasting network of change agents in the city.” 

As part of the course, students could choose from a variety of community-based projects.  

“I wanted to understand how policy impacts students’ lives beyond the classroom,” said Breitbarth, a doctoral fellow in music education. “Even though I teach music, I realized that students’ access to housing and stability directly affects their ability to learn. I wanted to be part of that work.” 

All four students worked under the guidance of Joe Willard, a longtime advocate for homeless youth, currently consulting with HopePHL. Willard’s decades of experience in policy and community organizing provided both mentorship and insight into the practical realities of advocacy. “The graduate student team brought perspectives from their classrooms and teaching experience that made their work resonate with policymakers,” he said. 

Bringing Data and Stories to Life 

The project included producing legislative policy briefs distributed to city council members, state legislators and community stakeholders. The briefs highlighted the challenges students face when experiencing homelessness, from housing instability to interruptions in schooling, and emphasized the need for stable housing and educational support. 

In addition to research and writing, the students helped organize a youth and community symposium where families and young people experiencing homelessness shared their experiences firsthand.  

For Kerney, it was deeply personal. 

“People close to me, including my own mother at one point, have struggled with homelessness and securing stable, affordable housing,” Kerney said. “Working in the School District of Philadelphia and knowing my students’ living circumstances has always made this issue personal.” 

Students were heartened to see the turnout at the symposium. "Seeing city leaders and community members show up demonstrated that when you amplify youth voices, people listen," Kerney said. 

That focus on lived experience shaped Kerney’s approach to policy work. While data clearly documented the scope of student homelessness, Kerney emphasized that numbers alone are not enough. 

“The city and the district have the data. However, it’s easy for them to disassociate from statistics,” she said. “But when you put the people behind the numbers in front of decision-makers, it creates urgency and accountability.” 

Kerney and Breitbarth later testified before City Council, calling attention to gaps in support and the need for long-term solutions. 

“These issues exist because of systemic neglect and historical inequities,” Kerney shared. “The question is whether policymakers will continue to maintain those systems or act to change them.” 

For Kerney, the courage shown by families and youth who spoke publicly reinforced the importance of creating spaces where stories can drive policy. 

“It takes bravery to share your story,” she said. “But that vulnerability has power. It reminds people in charge why this work matters and why change can’t wait.” 

Breitbarth added, “Standing in front of city leaders was intimidating, but it was also empowering. We were sharing stories of children and families who often feel invisible, and I could see the impact it had on the council members listening to us.” 

Securing Funding at a Critical Moment 

The students’ advocacy helped convince City Council to allocate $1.5 million over three years to support students experiencing homelessness in Philadelphia. The funding came at a crucial moment, as American Rescue Plan dollars that had temporarily supported these interventions since the COVID-19 pandemic were set to expire. 

The investment allows the School District of Philadelphia to continue contracting with housing agencies to stabilize families, provide emergency services and support students in short-term housing. 

Schepers, a high school music teacher at the Franklin Learning Center completing her master of education in urban education and policy, reflected on the significance of the project. “I had no idea how widespread student homelessness was,” she said. “This project helped me see the hidden challenges students face every day. Being part of a team that secured funding for services, that was more than a class project. It was a tangible impact on the lives of children.” 

Learning Through Real-World Advocacy 

The students’ contributions extend far beyond traditional coursework. They updated reports on homeless youth, analyzed publicly available data and ensured their findings were distributed to key policymakers. Joining the project in the later phase, Tom Bischoff, a graduate student of the urban education and policy program with a concentration in public policy, brought advanced data analysis to HopePHL, helping identify trends and needs across Pennsylvania. 

“This work revealed the complexity of administering housing services in Pennsylvania,” Bischoff said. “Each organization approaches youth homelessness from different perspectives, coordinates with different partners and even defines homelessness differently. Through this project, I learned that shaping large-scale systems for social change requires more than designing the right structures; it demands building relationships and engaging the right people to drive meaningful impact.” 

Willard emphasized that mentorship was as much a priority as advocacy. “I wanted these students to learn skills they could carry into their careers, how to analyze policy, communicate effectively and advocate for children,” he said. 

The students also gained insight into the knowledge gap among policymakers. “Many people picture homelessness as adults living on the streets, not teenagers moving between homes or living with relatives,” Willard explained. “By sharing data and stories, the students helped officials understand the true scope of the problem and why funding is essential.” 

Connecting Classroom Experience with Policy 

For Breitbarth, the project bridged her academic interests with practical advocacy. “This experience connected classroom realities with government-level decisions. I learned how policy affects students’ daily lives and how educators can be part of the solution.” 

Schepers echoed this sentiment, noting the project reshaped her perspective on teaching. “I now think more critically about what students may face outside of school. It’s about creating a space where they feel grounded, even if their home life is chaotic. It also reinforced that teachers can be advocates, not just in the classroom, but in shaping the systems that support our students.” 

A Model for Urban Education and Policy Engagement 

The HopePHL partnership illustrates the power of community-engaged learning, where graduate students move beyond the classroom to effect real change. Students applied research, policy analysis, and organization and communication skills while witnessing the human impact of their work. 

“It was intense at times to meet policy communication deadlines while balancing graduate school and work, but seeing our reports in the hands of council members, seeing funding restored, made it all worthwhile,” Breitbarth shared. “What we did with HopePHL was more than just a class project. It was about real lives, real challenges and solutions. That’s a lesson I’ll carry into every classroom and policy discussion I have in the future.” 

Willard sees projects like this as part of a larger strategy to ensure sustainable advocacy. “Young professionals need to fill these roles. By mentoring them now, we ensure that the next generation continues to fight for homeless youth, ideally even more effectively.”