According to Larry Pogemiller, the Commissioner of the Office of Higher Education, “The five chosen programs all demonstrate innovative and promising teacher preparation methods that can help Minnesota schools meet the challenge of finding the teachers they need.”
The grant program was created during the 2017 legislative session and allocated $750,000 for new alternative preparation programs that intended to do one or more of the following:
Fill Minnesota’s teacher shortage in licensure areas that the commissioner has identified.
Recruit, select, and train teachers who reflect the racial or ethnic diversity of the students in Minnesota.
Establish professional development programs for teachers who have obtained teaching licenses through alternative teacher preparation programs.
Importantly, only a “school district, charter school, or nonprofit” were eligible for the grant monies, meaning that institutions of higher education were not. Additionally, in order to be eligible, programs must also have been in operation for three continuous years in Minnesota or any other state, and are working to fill the state’s teacher shortage areas. Finally, the commissioner of Higher Education must give preference to programs that are based in Minnesota.
This post will provide a description of an alternative teacher preparation program, as well as a description of the programs for each of the grant recipients.
What is an Alternative Teacher Preparation Program?
In 2011, the Minnesota legislature passed a law that created the opportunity for alternative teacher preparation programs to be created. According to a 2016 Office of the Legislative Auditor report, school district, charter schools, and nonprofit organizations are eligible to establish an alternative program by partnering with a college or university that had an alternative teacher preparation program. Additionally, school districts and charter schools are also able to establish an alternative program by forming a partnership with certain nonprofit organizations, but only after they had consulted with a college or university with a teacher preparation program.
According to new research, one-third of community college students enrolled in remedial coursework don’t even need them.
The Community College Research Center (CCRC) and social policy researcher MDRC recently released a research guide, “Toward Better College Course Placement,” revealing standard placement tests, such as the College Board’s ACCUPLACER, are actually “misdirecting” student placements.
This is important to note as a disparate number of African American students are placed in remedial courses. A 2016 report by the American Center for Progress placed the rate at 56 percent of African American students versus 35 percent of Whites. Another report, by inewsource/Hechinger Report, shows African American students are five times as likely to end up in the lowest level of remedial English coursework.
Under-placement creates additional barriers for students who are now required to pay for coursework with no credit. A 2016 report by the Education Reform Now showed that remedial coursework cost first-year students and their families nearly $1.5 billion a year in out-of-pocket expenses — expenses that don’t go towards their degrees.
In addition, many students never make it out of the remedial pipeline, having to take up to four non-credit-earning courses before putting a dent in their college requirements.
To address such under-placements, the CCRC and MDRC launched the pilot Multiple Measures Assessment (MMA) project in the fall of 2016, exploring alternative assessment options to determine whether students have been “misdirected” to remedial reading, math and English coursework. Their research guide follows the project’s partnership with 10 Minnesota and Wisconsin community colleges to design and pilot the new placement systems.
“Developmental education requires student time and expense, it may discourage some potential college students.”
By the summer of 2017, the organizations found that, while 60 percent of students are required to take developmental (remedial) education courses, one in three could be considered for traditional courses if testing is combined with other assessment tools, such as ACT Engage or the Learning and Study Strategies Inventory.
“There is strong empirical evidence that high school grade point average (GPA) is one of the best predictors of college success,” the researchers wrote. The report also noted that, while not as strong a predictor, non-cognitive measures, such as attendance, participation and problem-solving skills, should also be considered as influences.
“Improving placement testing by integrating a multiple measures approach seeks to place students at a level at which they can succeed without diverting them into unnecessary courses that delay or even derail their progress,” said Gordon L. Berlin, MDRC president.
The guide notes the project’s goal is to redirect students who could fare well. “Students who need developmental education to succeed in college-level courses should be placed into developmental courses,” wrote researchers.
The report also acknowledges “practitioners may be hesitant to change their current practices, skeptical about the measures used, or unsure where to start.” It outlines several recommendations and examples to encourage college administrators to consider alternative placement options.
“Because developmental education requires student time and expense, it may discourage some potential college students. It is important to ensure that those who could succeed in college-level courses get the opportunity to take them upon entry into college,” concluded the report. “The use of an MMA placement strategy should increase the chances that students will be optimally placed, which should then increase their chances of future success.”
Minnesota is already on-board to adapt new changes. The state legislature passed legislation in 2017 requiring the Minnesota State Board of Trustees (MSBT) to reform developmental education offerings at system campuses. The MSBT is required to implement system-wide multiple measures placement guidelines by the start of the 2020- 2021 academic year.
Some changes have already been implemented, including updates to the ACCUPLACER exam to provide a weighted score that could potentially boost student scores just below the college-level cut score along with ACCUPLACER exam waivers for students whose ACT, SAT, or Minnesota Comprehensive Assessment (MCA) scores demonstrate college readiness.
The project’s next phase is to conduct a “randomized controlled trial of multiple measures assessment in five of the pilot colleges” to determine coursework completion rates of students moved to college-level courses. The MMA project is also now exploring new placement assessments at colleges within the State University of New York system.
The Minnesota Spokesman-Recorder (MSR) and its nonprofit namesake the Spokesman-Recorder 501(c)(3) hosted the 23rd annual Graduation Celebration Thursday, May 24 at the Metropolitan Ballroom in Golden Valley. More than 200 community members, graduating students and their parents attended the free scholarship dinner and ceremony awards. Ten students were presented with Cecil E. Newman Scholarships at the event themed “Education and Graduation: It’s a family affair.”
Each year, the MSR invites graduating African and African American high school students in Minnesota to participate in a 500-word essay contest for the scholarship named after the late MSR founder and publisher. A volunteer essay committee selects the winners.
This year’s 2018 Cecil E. Newman $1000 Scholarship winners are Zarina Sementelli, Majeste Phillip, Jay Viar Johnson, Jasmine Jackson, Charlotte DeVaughn, Verbena Dempster, Jerrell Daniel and Maryam Abullahi. Two additional graduating students, Miracle Campton and Amed Faud, each received a $500 Cecil E. & Launa Newman scholarship.
After the event, scholarship recipient Zarina Sementelli said, “It feels empowering and liberating to receive this honor because of who I am and everything I had to overcome.”
Comedian and radio personality Shed G, who has become a mainstay for the graduation celebration, emceed the event and kept the audience entertained and laughing throughout the evening like a “Ringmaster of Fun.”
Travis Lee/MSR News
When asked what it meant for him to get the call to emcee the MSR event again, he said, “What I love about all of this is [that] you see students from different nationalities and the Minnesota Spokesman-Recordergiving them an opportunity to receive scholarship money. The other thing I love is when the guest speakers say something that I can take home as an adult. It makes being here each time extra special.”
The Graduation Celebration featured a variety of offerings, including a career, resource and education expo in the afternoon followed by the gala dinner, live entertainment, and giveaways in the evening.
Keynote speaker Dr. Tonya Jackman Hampton, Ph.D. spoke on the importance of individual branding and knowing where you come from. Dr. Jackman Hampton advised that one should find one’s executive style and then own it. She encouraged the students not to buy into the lie that using proper communication skills is a form of “sounding or talking White.”
Jackman Hampton also referenced her brand as an example, revealing that she, too, benefited from the influence of the late Cecil E. Newman as one of his granddaughters and embraced the Graduation Celebration’s “It’s a Family Affair” theme with pride.
Performers included “Step with Soul” step team, which opened the entertainment with a fiery, synchronized, crowd-pleasing and foot-stomping routine; and a creatively choreographed performance by dance troupe Shape Shift. Singer Kennedy Hurst also graced the stage with her rendition of Mariah Carey’s Hero.
[/media-credit] Step With Soul dance troupe were one of the evenings many highlights
Tracey Williams-Dillard, MSR CEO & publisher, closed the evening with heartfelt words. “Being in a room with all of the graduates and their families to recognize their achievements and accomplishments truly demonstrates that “Education and Graduation” is a family affair,” said Williams-Dillard.
Over the years, the MSR has recruited marquee-name entertainers as keynote speakers such as LL Cool J, Tavis Smiley, Kimberly Elise, Hill Harper and Nick Cannon, just to name a few, who have helped put the annual Celebration on the local and national map. In recent years, however, MSR has recruited from local talent to address the scholarship winners and their families. The main event sponsor for the Graduation Celebration was the Medtronic Foundation.
African or African American high school students graduating in 2019 are encouraged to apply for next year’s MSR Graduation Celebration in the spring at www.graduation-celebration.com or call the MSR at 612-827-4021.
Below, find our Graduation Celebration insert, including Cecil E. Newman scholarship essays and remarks from Mayor Jacob Frey, Senator Amy Klobuchar, and others. Go hereto see this year’s entries for the 2018 Community Yearbook. Scroll down to the more photos from Travis Lee.
U.S. Secretary of Education Betsy DeVos is a big cheerleader for school choice. And way before she came into office, states around the country were adopting tax-credit scholarships, education savings accounts, and more.
So has all that translated into a big bonanza for school choice in states’ Every Student Succeeds Act plans? Not really.
To be sure, ESSA isn’t a school choice law. School choice fans in Congress weren’t able to persuade their colleagues to include Title I portability in the law, which would have allowed federal funding to follow students to the public school of their choice.
However, the law does has some limited avenues for states to champion various types of school choice options. But only a handful of states are taking advantage of those opportunities, according to reviews of the plans by Education Week and the National Alliance for Public Charter Schools.
School Improvement: At least 12 states say they want schools that are perennially low-performing to consider reopening as charter schools to boost student achievement. Those states are Arizona, Florida, Georgia, Indiana, Louisiana, Minnesota, New Mexico, Nevada, Rhode Island, Tennessee, Texas, and Utah.
Read the full article here: May require an Education Week subscription.
In honor of National Autism Awareness Month, Sheletta shares her experience as the mother of three children on the autism spectrum.
My son Brandon, after he was diagnosed as autistic, had an appointment with a speech pathologist named Becky at a local children’s hospital. They say it was random and that the computer picked her, but I know now it was divine intervention.
I insisted that my momma tag along for the evaluation since she didn’t believe there was anything wrong with my child and I was just making it all up to get attention for myself. “You won’t trust your daughter,” I chided her, “so I’m gon’ take you with me and let these White folks with some letters behind their names tell you that Brandon has autism. Maybe you’ll listen to them.”
She rolled her eyes and pursed her lips. I ain’t care. She was gon’ go with me to every appointment and every evaluation until she was on board with Brandon’s recovery plan.
When Becky came out to the lobby of the speech center to receive us, she had the biggest smile and the warmest spirit. I knew at that moment that she would be a blessing to my family.
While she evaluated Brandon, she insisted my mother and I stay in the room with her. Unlike other evaluators before her, she wanted to include us in what she was doing.
My ol’ nay-saying momma sat there with her arms folded and her legs crossed looking like the angry Black church usher that she is. Becky didn’t let Momma’s stank attitude intimidate her. She kept on testing. Asking questions. Running trials.
When Becky was done with everything, I could see my momma’s disposition had changed. Suddenly Momma saw what I saw – that my baby, her favorite grandson, had autism and would need intense help to get better.
Becky, being led by the Spirit, addressed my momma right away: “Mrs. Handy,” she assured her, “with the right therapy your grandson can be a normal kid, but it’s going to take a lot of work. But the hardest part is done. You’re no longer in denial.”
My momma couldn’t even breathe she was crying so hard…
Becky told her plainly, “You should be proud of your daughter for bringing little Brandon in as soon as she noticed something was wrong. That doesn’t typically happen with Black parents. Now, my White parents, I’ve had them bring their kids to be evaluated as young as six months old. That means they get treatment and services for their special needs child right away. Then, by the time the little kiddo heads to pre-school, they’ve had three years of therapy, and by then they’ve caught up to their friends.”
“But why don’t Black parents come in sooner?” my momma had the audacity to ask.
“Cause they’re in denial, just like you,” I fussed. “Instead of seeing that something is wrong with our kids and trying to fix it right away, we turn a blind eye.”
“And by the time my Black families start looking for help,” Becky added, “the child is five or six years old and they haven’t had any therapy, they can’t talk, and they’re acting out.”
I put another two-cents in: “Because they can’t talk, they’re in school frustrated and fighting. Now we run to a therapist looking for a miracle when we done missed out on three or four years of good therapy.”
“And early intervention is the key,” Becky reminded us. “The sooner your child gets help, the better the outcome.”
“So what’s next?” I asked Becky. “How do I get my baby to a point where autism is in his past and college and a career are in his future?”
I had been so frustrated prior to meeting Becky. Nobody helped me. Nobody told me what I needed to do. Not one doctor, therapist or specialist threw me a life-line.
Becky was different. She walked over to her desk, got a pencil, some paper and a clipboard that she handed to me and directed, “Write down what I’m about to tell you. This is what you need to do for Brandon.”
With that she laid out the road map for my son’s successful transition from special education to accelerated learner:
Get him into a quality private pre-school a few days per week. Keep him out of special education classes in the public school if you can. Make sure the pre-school teachers are educated and have degrees.
When he does go to elementary school, make sure you have a plan to mainstream him into a regular classroom as quickly as he’s ready for it.
Have him see a good private speech therapist. The public schools will provide some special services like speech and occupational therapy, but if you want the best care, you’re going to have to pay for it.
Find an occupational and physical therapist Brandon can visit once weekly so he can work on his fine and gross motor skills.
Get under the care of a developmental pediatrician and a developmental psychologist for yearly evaluations and medications that may be helpful to curb some of the typical autistic behaviors.
And finally, and most importantly, get him signed up for applied behavioral analysis (ABA) therapy either at a center or in the home. This method of therapy has been proven the most effective at helping children with autism.
I could have kissed that White lady on the mouth. She had just laid out a solid foundation to help heal my child. But after looking over my notes, I asked, “How, Ms. Becky, can I afford this? Private school. Three or four different kinds of therapy. Medication from specialists who may or may not take my insurance—”
She cut me off: “There are scholarships and grants available that will give you the money to pay for everything you need for your child. All you have to do is go online to find them, then apply.”
I left her office with a mission, determined to find help for my baby.
The speech therapist she recommended cost a whopping $800 a month (they so good, honey, they don’t even take insurance; it’s a straight cash payment like the weed man). It didn’t come out of my pocket, though, because I applied for a United Health Care Foundation Grant that gave me $5,000 to cover the cost.
The tab for that applied behavior therapy for Brandon was $900 per month, and that was after our medical coverage kicked in. It didn’t matter because I found the C.A.D.E. scholarship [Children with Autism Deserve Education, a Minnesota nonprofit] and it paid for an entire year.
I continued to find more and more resources. Before it was all over, I raised nearly $50,000 to pay for all the good therapy Brandon needed. I got so good at finding money to pay for stuff, I started holding free workshops for parents who have special needs kids to teach them how to find grant money and scholarships for their children.
And guess what? All the White churches let me in, and they were always full of folks who were looking for financial assistance. Our Black churches would not let me in. Well, that’s not fair to say all of them rejected me; I’m still waiting on the deacon board from a few of them to get back with me.
And remember, I’m doing this for free!
Now, after three years of quality therapy like them White folks be getting, my child is in a regular kindergarten classroom. He’s reading, doing math, giving me eye contact, talking and talking back.
Yes, honey, he is a typical five-year-old boy. Today, right now, you can’t tell he had been diagnosed with autism.
God is good. I’m glad He chose me to be this bright little boy’s mommy. Brandon has hope and a bright future, and I’m thankful to Ms. Becky for giving me the roadmap to get there.
I was home free with Brandon’s recovery – or so I thought. I must have done too good a job, because the Lord decided to choose me two more times. My daughter Cameron and my son Daniel have also been diagnosed with autism spectrum disorders.
I’m rolling up my sleeves and getting ready to do battle. This time I have all the weapons I need. My family motto: We want our kids healed, not helped!
Sheletta has provided a list of centers in the Twin Cities that provide excellent care to children who have been diagnosed with autism spectrum disorders. In addition, she’s provided links to all the scholarships and grants that are available to pay for therapy and medication. See below for details.
The Every Student Succeeds Act is supposed to bring about a big change in school improvement. The law says states and districts can use any kind of interventions they want in low-performing schools, as long as they have evidence to back them up.
But the provision has some experts worried. They’re concerned that there just aren’t enough strategies with a big research base behind them for schools to choose from. These experts also worried that district officials may not have the capacity or expertise to figure out which interventions will actually work.
Districts, they’ve said, may end up doing the same things they have before, and may end up getting the same results.
“My guess is, you’ll see a lot of people doing the things they were already doing,” said Terra Wallin, who worked as a career staffer at the federal Education Department on school turnaround issues and is now a consultant with Education First, a policy organization that is working with states on ESSA implementation. “You’ll see a lot of providers approaching schools or districts to say, ‘Look, we meet the evidence standard,'” Wallin said…
Read the full article here: May require an Education Week subscription.
I spent most of my first year of grad school sitting in the back row of class with my hood up. There were nearly 40 of us in the cohort. Two were Black.
My hoodie was an act of silent dissent. Today, I completely understand when my students want to do the same, even with me in front of the room. Academia and public schools are spaces where people of color often feel underrepresented, unwelcome and unheard.
From third grade through high school, I was a student in a series of neighborhood public schools. Afterward, I went to community college and then on to a public liberal arts college where I earned my bachelor’s and eventually my master’s degree. Each phase of my educational journey shared two characteristics:
The further I progressed, the fewer Black and Brown classmates I had.
As I progressed, regardless of the demographics of the student population, the faculty and administrators were uniformly nearly all White.
That needs to change.
An organization I am part of, the National Network of State Teachers of the Year, recently released videos designed to provoke conversations that will lead to this kind of change. Called Courageous Conversations About Race in Schools, the videos provide an effective starting point for real discussions that should be happening in schools — particularly in colleges and universities across this country.
Research tells us that upwards of 80 percent of U.S. teachers are White. Different research tells us that nearly 80 percent of teachers are female. Obviously, those Venn diagrams overlap in a largely White and female workforce.
At the same time, because of higher birth rates among immigrant populations and the “mysterious phenomenon” of disproportionately high numbers of White children in private schools, a majority of the population of students in public school are students of color, and those numbers are headed even higher, based on enrollment numbers in lower grades.
Schools systems need to do a better job of attracting and retaining effective teachers of color. Students of color need to see more people of color in positions of expertise and authority, and teachers need to be conversant and literate in the cultural traditions that are present in their classrooms. None of these statements should be controversial.
The lack of representation is an equity issue, and to resolve it we can look to lessons elsewhere in our society. During the Vietnam War, the Pentagon realized that majority Brown platoons of soldiers and Marines wouldn’t take life-or-death orders from a uniformly White officer corps. The Pentagon thus underwent an intentional effort to diversify the officer corps. Since then, the Pentagon has submitted amicus curiae briefs in every major affirmative action case before the U.S. Supreme Court because they understand that representation matters.
Time for a representation disruption
The word “disruption” gets hurled around frequently in business and increasingly in education. Usually, it’s about handing Silicon Valley tech bros a metric ton of venture capital to sprinkle the #EdTech fairy dust of the moment. But I’m going to argue that when it comes to teacher diversity and representation in schools, we actually need disruption.
In my neck of the woods, the numbers are especially grim: There are only about 800 Black teachers in all of Washington State. In my 12-year teaching career, I have never worked with another Black male general education teacher.
There’s no reason for me to be alone. We see talented students of color all over higher education because universities know how to recruit them. As Jeff Duncan-Andrade says, “Look at any college football or basketball team and tell me colleges don’t know how to recruit Black talent. When I was a kid I thought Georgetown was an HBCU.”
But it can’t just be student-athletes. We need to bring in students who can increase teacher diversity. It’s imperative-and it’s well within our power.
Nate Bowling is a high school government teacher in Tacoma, Washington, who was named the 2016 Washington State Teacher of the year and a finalist for National Teacher of the Year.
The student lunch debt has been wiped out for all 56 schools in the Saint Paul Public Schools district in Minnesota, the district Castile worked for, according to the charity, Philando Feeds the Children.
“That means that no parent of the 37,000 kids who eat meals at school need worry about how to pay that overdue debt,” according to an update from the charity website. “Philando is still reaching into his pocket, and helping a kid out. One by one. With your help.”
Stacey Koppen, director of Nutrition Services at Saint Paul Public Schools, worked with Castile, and remembers him as a “kind and caring” person.
“This fundraiser honoring him and his memory couldn’t be more perfect,” said Koppen. “This is what he did. He did so without question or praise.”
Though all students of the district can receive free breakfast, only some students are eligible for free lunches depending on household income guidelines and district funding. That leaves some students with lunch debt if they can’t pay and don’t meet the requirements.
Philando Feeds the Children started as a college class project led by Metropolitan State University students. It has now reached approximately 3,500 donors and received over $130,000 in donations to feed the children of St. Paul. The organization said it is currently seeking official non-profit status with the state of Minnesota.
Now that Philando Feeds the Children has eliminated all of the school lunch debt in the district, charity organizer and Metro State University professor Pamela Fergus said the organization will use the rest of the money raised to help more students in the future.
Castile had a reputation at the school for caring about the students’ welfare.
“He remembered [students’] names,” Joan Edman, a recently retired paraprofessional at the school, told TIME shortly after Castile’s death. “He remembered who couldn’t have milk. He knew what they could have to eat and what they couldn’t.”
Known fondly by students as Mr. Phil, Castile had worked at J.J. Hill since he was 19 years old, and was promoted in 2014 to his position as a nutrition services supervisor, according to a statement by the Saint Paul Public Schools. Remembered as a cheerful presence in the cafeteria, he maintained close relationships with staff, students, and colleagues.
Castile’s death sparked nationwide protests and demonstrations against police brutality. He was shot five times in his car by a police officer who was later acquitted of manslaughter charges.
MINNESOTA SPOKESMAN-RECORDER — “A mind is a terrible thing to waste” is the signature slogan at the United Negro College Fund (UNCF), led by President and CEO Michael L. Lomax.
Local UNCF offices across the country are mandated to raise funds for the Washington, D.C. office where scholarship funding for students is distributed. Funding comes from varying sources including special events, workplace campaigns, and individuals who are committed to the mission of UNCF.
Laverne McCartney-Knighton took on the initiative of helping UNCF raise scholarship funds in June 2017 as the new regional development director of the Minneapolis location. With 24 office locations in the Twin Cities, each is poised to bring in substantial funding to help students across the nation attend colleges. Since raised funds are distributed through the Washington, D.C. office, local offices can focus on fundraising.
McCartney-Knighton says, “Most of what we do is relational. We build relationships with key executives within corporations such as Medtronic Foundation, Cargill, 3M and so forth.” McCartney admits that this is her first time as a development director but points out that her previous positions have been in developing relationships with companies.
After 13 years at Target Corporation as a community relations executive for cities such as Chicago, Seattle and Detroit, McCartney went to work for a small nonprofit organization in the Twin Cities before taking the position at UNCF.
Here in the Twin Cities, UNCF’s two major funding events are, first, the Marin Luther King breakfast, a fundraiser through a partnership with General Mills that happens yearly on MLK Day. The other major fundraiser is the Twin Cities Masked Ball, which takes place in May of each year and in 2016 raised $770,000 in scholarship funds for students in Minnesota, Iowa, Nebraska, North Dakota and South Dakota. In other states this is called the Mayor’s Masked Ball, and even with these large amounts raised, according to UNCF’s website the funds provide scholarships to only one out of 10 students who apply.
UNCF is clear on its brochure that African Americans continue to show among the lowest rates of college attendance “…due to high costs of college compared to lower African American income levels and to the fact that many African Americans are not given the education before college for success in college.” Students not only receive funding to pay for tuition but can also earn scholarships towards textbooks, housing and other college expenses.
The myth of UNCF, founded in 1944, is that it only provides scholarships to students attending HBCUs. Although it significantly supports students attending one of its 37 member HBCUs, UNCF provides its scholarships to any low-income students regardless of race or ethnicity. In 2017 at the MLK Legacy Scholarship dinner, six students received funds to attend their college of choice.
One recipient, Shamarr McKinney-VanBuren, knew she wanted to stay close to home for college as the first in her family to attend. McKinney-VanBuren applied to three other in-state colleges and chose Augsburg College in Minneapolis to study computer science.
Born and raised in the Twin Cities, McKinney-VanBuren said, “This is a brand new journey for me and my family. As a first-generation college student, I was looking for ways to pay for college and came across UNCF online.”
The Gates Millennium Scholars Programs, one of UNCF’s largest funders, supports all students of color attending any college in the United States. Another myth about UNCF, due to lack of graduate-level programs at its 37 HBCUs, is that scholarships aren’t given out towards master’s and doctoral programs. Koch Scholars started in 2014 at UNCF with a $25 million dollar grant from Koch Industries, Inc.
UNCF has a national program called the Empower Me Tour that kicks off yearly in September coinciding with the school year; the Minneapolis Empower Me Tour is held at the Minneapolis Convention Center. In 2016 Caine Knuckles, a graduate of Southwest High School, left the Convention Center with a $50,000 scholarship to Philander Smith College and is now in his freshman year after being accepted at three HBCU, according to Southwest Journal.
Many students who attend this event across the nation get accepted to HBCUs on the spot, having done work prior to the event through their public high schools in making sure they are armed with their résumés and academic transcripts.
UNCF provides a host of scholarship funds for students of color who want to attend a college in the United States at any level of their academic career.
Visit www.uncf.org to scroll through all scholarships and requirements. For more information, visit Health Fair 11’s website at www.healthfair11.org. This story is made possible by a grant from the Medtronic Foundation.
U.S. Secretary of Education Betsy DeVos is a big cheerleader for school choice. And way before she came into office, states around the country were adopting tax-credit scholarships, education savings accounts, and more.
fairy dust of the moment. But I’m going to argue that when it comes to teacher diversity and representation in schools, we actually need disruption.
