Marion S. Barry Summer Youth Employment Program:  A Personal Essay

Marion S. Barry Summer Youth Employment Program: A Personal Essay

By Aleisia Canty, Washington Informer Summer Employee

The Marion S. Barry Summer Youth Employment Program has played a crucial role in my development as a professional in the workforce.

The program, which began years ago during Marion Barry’s first term as mayor, allows teens as young as age 14 to be employed in the summer months.

Barry’s program changed the outcome of many teenagers’ lives, allowing them to build a work history that would afford better chances of future employment. I have been able to reap many benefits from my experience as an MBSYEP worker.

I obtained my first job at age 14, working at Friendship Collegiate high school; where I was enrolled for my freshman year. Friendship Collegiate looked for incoming freshman who were MBSYEP workers to attend a form of summer school referred to as “Summer Bridge” to familiarize them with their new stomping grounds.

Throughout my summer at Friendship Collegiate, I took creative writing and theatre classes that assisted in shaping my artistic lens. I also connected with incoming classmates to make the process from middle school to high school smoother.

The following summer I was assigned to work at “Split This Rock,” a nonprofit organization that cultivates, teaches, and celebrates poetry centering on social issues to provoke social change.

I learned about the organization through a friend who was a member of their youth slam team. I worked closely with the DC Youth Slam Team, that utilizes poetry to teach and empower teens from the metropolitan area to speak up about social justice issues.

While participating with the Team, my writing skills improved. I also gained had the confidence to push past my fears about performing on stage.

Since I never referred to myself as a poet due to my fear of not being understood, I was initially apprehensive about performing.  Therefore, the Team helped me realize that as long as I conveyed emotion in my poetry, my message would get through.

I spent the entire summer discovering the poetry community in DC. There are poetry-based restaurants such as Busboys & Poets and Sankofa Video Books & Cafe. I pushed myself to perform at these businesses during their open mic nights.

It was during one of these open mic nights that I performed an extremely personal poem in honor of my cousin, Relisha Rudd, who went missing in March 2014.  While watching a news update of her disappearance with my grandmother, I found out that we were related. This revelation led me to write many poems about Relisha.

Split This Rock also held weekly writing workshops that I took advantage of to enhance my skills and become comfortable performing for a crowd.  My time with Split This Rock and The DC Youth Slam Team was a defining moment in my work career, as it caused me to work with a passion and larger goal for society. I enjoyed my job so much that I requested and obtained it again the next year, which has allowed me to some meet amazing poets, who have become friends, mentors and role models.

After spending two years with Split This Rock, I was assigned a job with the National Parks Service as an interpreter at the Frederick Douglass National Historic Site. This was my first customer service job and I worked daily, providing guests with the story of Frederick Douglass’s life.

That opportunity allowed me to learn more about Douglass’s life than I did in high school. The gist of my knowledge prior to working at the Douglass home consisted of him being born a slave, taking back his freedom, the publishing of his first book and his work as an abolitionist.

These are just milestones on a timeline that really didn’t speak to Douglass’s personality, which I learned more about over my time at his home. I became aware of dinner time theatrics, his oratorical skills; which were so profound, that many White people did not believe he was a former slave.

I learned about Douglass’s daily life, lifting barbells and walking from his home in Anacostia to his office on H Street to stay in shape, as well as his love for music with his daughter playing the piano while his grandson played the violin. My time at Douglass’s home taught me about Douglass the man; not the public figure.

My most recent summer job has been working at The Washington Informer, a Black-owned, female published newspaper, that has been covering stories across the District, Virginia and Maryland area since 1964.

Each summer job has expanded my knowledge of the uniqueness of D.C., regarding both its present and past.

I am grateful to have had the opportunity to serve as an MBSYEP participant.

This article originally appeared in The Washington Informer.

What We Can Learn from Schools that Educate Military Children

What We Can Learn from Schools that Educate Military Children

Dr. Elizabeth Primas, NNPA ESSA Awareness Campaign Program Manager

It is not uncommon for military programs to be adopted for use in civilian life. Schools in Virginia Beach, VA, that have some of the highest percentages of military children in the country, are doing an incredible job helping those students cope with the added stresses of having parents in the military. Other schools and communities can learn from Virginia Beach City Public Schools.

I recently spent a day with families and educators from Shelton Park Elementary School. About 70 percent of the students there were children with a parent in the military or a defense contractor. There is a large population of special forces personnel in Virginia Beach and at any moment, a parent can be called on for deployment to a warzone. Their families often do not know to where they are deployed, which compounds stress and anxiety.

A unique program in Virginia Beach public schools includes 28 Military Family Life Counselors, who work closely with schools’ staff and families to support students. One mother we spoke with, talked about the fears her five-year-old daughter had while her father was deployed. After a particularly bad night, the mother let the school staff and the assigned counselor know that her daughter was going through a very difficult time. However, mom was able to send her daughter to school knowing that the school community would play an active role in engaging with her to help her work through her fears. The Virginia Beach counselors, funded under a program by the U.S. Department of Defense, are licensed and specialize in child and youth behavioral issues.

It’s not just supporting students through the stress of having a parent deployed where Virginia Beach schools excel in supporting this population of students. A reportfrom The Lexington Institute looks at how schools and districts with high percentages of military families are supporting students, who, on average, move every 2-3 years to far and distant places. Uprooting and moving so often is disruptive to a child’s educational progress, and it can stall their academic achievement.

However, moving is not the only thing that can disrupt educational progress. Low teacher retention, frequent absenteeism, and unsafe school environments are all factors that can also inhibit academic progress.

The Every Student Succeeds Act, a federal education law, requires schools and districts to have a well-rounded curriculum. Too many schools have eliminated music, art, drama, and essential academic courses like social studies and science to give more instruction time to reading and math. Math and reading are critical, but these other subjects enrich the learning experience and help make a well-rounded, whole human being.

From the very beginning, students at Shelton Park Elementary School are exposed to art, music, leadership strategies. The well-rounded curriculum combined with support from the military counselors creates a school environment that can – and should – be modeled across the country.

As a lifetime educator, I am inspired to see how Virginia Beach Public Schools are supporting military children. They are truly a model to be emulated by anyschool, because every kid—military or not-deserves this kind of high-quality support and instruction.

Dr. Elizabeth Primas is the ESSA Program Manager for the National Newspapers Publishers Association.

Educator Spotlight: Donald Hense

Educator Spotlight: Donald Hense

By Curtis Valentine

The African-American community’s fight for quality education requires constant dedication and reflection on successful strategies to educate our children. Donald Hense and the Friendship Charter Network is an example of success worthy of recognition.

Hense is the founder and board chairman of the Friendship Charter Network, the largest African-American-led charter school network in America. Hense’s accomplishment is significant, because, while over 80 percent of charter school students are Black or Latino, fewer than 10 percent of charter schools are founded and led by Blacks or Latinos, according to a study by the Brookings Institute.

Three-quarters of the students enrolled in Friendship schools in D.C. are from Wards 7 and 8, the city’s two poorest areas, and nearly all are African-American. Their achievement is reflected in their continuous improvement on standardized tests. Most recently, Hense and his team celebrated, when five of Friendship’s 12 D.C. schools were rated Tier 1 by the Public Charter School Board – the highest of three ratings a charter school can earn.

As a native of St. Louis and graduate of Morehouse College and Stanford University, Hense has long understood the power of a quality education. But for years he had no interest in working in K-12 education. He was serving as executive director of Friendship House Association, a non-profit serving low-income families in Washington D.C., when he was approached by an executive from a local charter operator about using Friendship House to charter a school. After some reflection, he agreed to transfer his experience fighting intergenerational poverty to the fight for quality public education.

Hense made history as the first African American to win a grant from New Schools Venture Fund, which supports charter school founders. Friendship was among the first group of schools chartered by the D.C. Public Charter School Board in 1998. Twenty years later, it has12 campuses for students in grades Pre-K3 to 12 in D.C., an online school, and schools in Baton Rouge, La., Baltimore, Md., and Little Rock and Pine Bluff, Arkansas.

Hense is proud of Friendship and of education reform efforts in Washington, but he is not ready to celebrate. “We declared victory too soon,” he says. “Fifteen years of education reform is not an institution.”

To Hense, the fight to reform school systems serving African-American students should include more leaders of color. For years, he held a monthly meeting of black charter school leaders in D.C. to talk about their experiences and discuss lessons learned, but it “fizzled out” after young leaders lost interest. “We brought in second and third generation [leaders] and forgot to show them that [African-Americans] need to work together to get things done,” he says. “New [leaders] have to participate in black organizations.”

In spite of a few setbacks, Hense is still dedicated to supporting African-Americans interested in opening their own charter schools. The greatest obstacle to their success, he believes, is lack of experience in management. A potential founder needs “a good plan and a good board of directors. It’s best to go in [to the charter application process] with a strong [management] team.”

Fortunately, there are positive examples of young, African-American charter school founders to emulate. In 2017, Dominique Lee of BRICK Avon Academy in Newark, New Jersey won a Promise Neighborhood grant from the U.S. Education Department. Dominque aims to use the grant to educate 3,000 students in Newark over the next few years, making BRICK the state’s third-largest CMO and the only one led by a person of color.

Hense recommends that other African Americans interested in starting charter schools apply for funding fromthe New Schools Venture Fund or for charter school design grants from Friends of Choice in Urban Schools (FOCUS), if they are in D.C.

At 75, Hense says he is not done. The Friendship Education Fund continues to identify opportunities to replicate their model around the country. Friendship’s goal is to bring what Hense and his team learned in Washington to the countless districts struggling to grow African-American student achievement. As DCPS welcomes a new chancellor with experience championing school choice, there may be new opportunities in D.C. as well.

This article is a part of The ‘Reinventing America’s Schools’ series. This series highlights Change Makers from our community who are walking reflections of what’s possible when we place Accountability and Autonomy at the forefront. 

Lakisha Young, Oakland Reach

Lakisha Young, Oakland Reach

By Curtis Valentine, Reinventing America’s Schools, Guest Contributor

Lakisha Young is no stranger to education reform. A former Teach For America corps member and founding member of a KIPP Charter School, Young knows the power parents can wield when they demand educational options for their children. The daughter of a single mother who enrolled her in a traditional public school, a Catholic school, and later a private high school, Young expected to have the same power to make choices for her children when she became a mother.

A single mother of three, Young is satisfied with the choices she’s made: Her sons attend a charter school, and her daughter attends a selective high school. However, successfully securing places in these schools was no easy feat. Young knows firsthand the aggravation of dealing with the Oakland school lottery. She also understands the anxiety parents feel not knowing whether their children will have to enroll in a low-performing neighborhood school should there not be enough seats available at quality schools. Her personal experience led her to organize other parents and teach them how to advocate for their children.

In 2016, Young founded the Oakland Reach, which she describes as a “parent-run, parent-led group committed to empowering families from the most underserved communities to demand high-quality schools for children in Oakland.” Since then, the organization has informed more than 4,000 parents on the state of Oakland schools and trained over 300 parents in advocacy through its Oakland Family Advocacy Fellowship.

“If you’re black and low-income in Oakland, you have to fight for the right to a good school,” Young says. Two-thirds of black students in Oakland attend a school rated below the state average and only 1% attend a school rated above the state average (For more information visit the Oakland Reach website.) So Young looks for “parents willing to speak truth to power—and kinda trouble makers.”

Oakland Unified School District, faced with fiscal problems and too many half-empty schools, is closing school buildings to save money. Young and Oakland Reach decided to ask the district to give preference in high quality schools to students whose schools are closed. They dubbed this policy “The Opportunity Ticket,” worked tirelessly to advocate for it, and won a victory when the school board voted unanimously for it.

“Having to choose a school and having access are two different things,” Young explains. The Opportunity Ticket will give more low-income families access to the district’s best schools.

Oakland Reach wants all parents to have the same opportunities Young had, when she enrolled her sons in a public charter school. Today, more than 31% of Oakland’s public school students attend charters. Young fought to have her sons enroll in a school that, on average, graduates 86% of its students on time, compared to 75% in traditional public schools. Young’s sons and their classmates are also more likely to be accepted to college. In Oakland, 34% of African-American and Latino charter graduates are accepted to college, exceeding the district average of 15%. (For more information visit http://library.ccsa.org/OUSD%20Charter%20Report%202017.pdf)

Young is part of a wave of black women leading parent advocacy organizations around the country, including Aretta Baldon in Atlanta, Maya Martin Cadogan in Washington D.C., and Sarah Carpenter in Memphis. To Young, parents most impacted by failing schools have not been at the decision-making table. We are at the table now,” she says. “Parents bring a certain level of urgency [because] we don’t have an out. All black mommas needed were resources. Black mommas have been fighting for their kids since fighting to keep kids from being enslaved.”

Philanthropic investments in parent-led organizations like Oakland Reach have shifted the landscape for black women in leadership. “The missing components were resources to fight,” Young says. “There hasn’t been enough resources put behind black mommas and black daddies. This is new, this is like putting on a new suit … for us and for funders. People with resources trusting us.”

While Young celebrates the voice of black women, she recognizes that the Opportunity Ticket was successful thanks to an alliance with upper middle-class parents. “You need multiple stakeholders at the table,” she says. “Passing the Opportunity Ticket took a coalition of white allied parents and a focus on quality and equity for all kids.”

In a city looking for stability after 13 superintendents in 20 years, Oakland Reach has become a steady source of support for parents. Young is excited about the future and quite surprised that what was once just an idea has become a refuge for parents. She describes how overcome she was when one mother told her, “If I want to learn more about being better advocate for my kids…everybody is telling me that I need to be part of Oakland Reach.”

“I didn’t know what was possible” with Reach, Young admits. “I was moving with sheer will, I’d be fighting this fight — with Oakland Reach or not. I did not expect it to get to this point. I’m not shocked, though. This is what happens when you get fired up parents together.”

Next Stop? Young is in search of “What tables [parents] need to be sitting at in Sacramento.” Watch out state capitol, here she comes!

This article is a part of The ‘Reinventing America’s Schools’ series. This series highlights Change Makers from our community who are walking reflections of what’s possible when we place Accountability and Autonomy at the forefront. 

Florida Education Plan Lacking in Both Promise and Practice

Florida Education Plan Lacking in Both Promise and Practice

By Dr. Elizabeth Primas, NNPA ESSA Awareness Campaign Program Manager

How is Florida addressing the needs of its lowest-performing schools under the Every Student Succeeds Act (ESSA)? Last year, the Collaborative for Student Success an independent non-profit education advocacy organization, sought to find out. They did so by convening a group of education experts from around the country to take an in-depth look at the way 17 states were supporting and encouraging local school improvement efforts.

The experts, both from the federal and district level, provided education officials and state lawmakers with independent information on how each state could improve their plans and implementation. However, what they discovered in Florida’s ESSA plan was not encouraging.

In September 2018, Florida received final approval from the U.S. Department of Education (DOE) for its ESSA State Plan. Florida was the last state in the nation to receive such approval, as state and federal education officials squabbled for months over the state’s proposed plan.

The Florida plan was originally submitted to the DOEin September 2017, but officials failed to include the waiver requests for the specific portions of the law to which it objected.

Federal officials sent the plan back to Florida Department of Education, saying they couldn’t pick and choose which aspects of the law to follow, and that they needed to submit waivers for the areas where they would like to be granted exceptions.

Florida submitted a revised ESSA plan to the DOE in April 2018 in an effort to comply with their requests and included a separate federal school rating system—one that factors in English-language learner proficiency and subgroup performance—which would work alongside the state’s existing A-F grading methodology to target struggling schools.

The primary areas of difference between Florida’s education officials and those within the DOE had to do with the Florida’s proposed approach to provisions regarding English-language learners and demographic-based subgroups — and federal officials weren’t the only ones saying that Florida’s plan left a lot to be desired. Civil rights groups repeatedly raised the alarmas well, asking Education Secretary Betsy DeVos to rejectFlorida’s ESSA plan.

In a November 2017 letter to Education Secretary Betsy DeVos, more than a dozen civil rights groups said they had “significant concerns” regarding the plan, which they believed failed “to serve the interests of marginalized students in the state” and “to comply with the requirements of the law.”

According to Dr. Rosa Castro Feinberg, who serves on the committee for LULAC Florida, an advocacy group serving all Hispanic nationality groups, Florida’s “current plan includes features that contradict common sense, expert opinion, popular will, and the intent of the ESSA. Contrary to the purposes of the ESSA, the Florida plan denies attention to struggling subgroups of students. Without attention, there can be no correction.”

A year later, with Florida now implementing a revised state accountability plan, the peer reviewers convened by the Collaborative had similar (and additional) concerns.

While noting that “empowering local leaders is a core component of successful school turnaround,” the peer reviewers worried that “too much autonomy, without sufficient state supports, may not help the students and schools in most need.”

This, the peer reviewers believe, reflects a “lack of commitment to closing achievement gaps by not addressing subgroup performance or English learner proficiency in the state’s accountability system,” meaning “districts and schools are less likely to focus on these populations as they plan and implement school improvement strategies.” The same concern and fear raised by civil rights groups a year earlier.

The peer reviewers did applaud Florida for its “overall clear, student-focused vision around high standards, college and career readiness, and rigorous accountability and improvement,” and “clearly defined and easy-to-understand A-F grading system, which places a strong emphasis on academic growth and accelerated coursework.”

However, the peer reviewers recommended that the state rework its accountability system to incorporate student subgroups and English-language learner proficiency. They also noted that Florida’s use of dual accountability systems “raises issues with school improvement implementation as it can cause confusion about which schools are being identified and how to prioritize efforts.”

Read the full report here.

Elizabeth Primas is an educator who spent more than 40 years working to improve education for children. She is the program manager for the NNPA’s Every Student Succeeds Act Public Awareness Campaign. Follow her on Twitter @elizabethprimas.

States Hunt for Evidence to Underpin School Turnaround Efforts

States Hunt for Evidence to Underpin School Turnaround Efforts

Education Week logoBy Alyson Klein

Allendale County’s school district sits in South Carolina’s Lowcountry, in an impoverished, rural region near the coast known as the “corridor of shame” for the chronic poor quality of its education system. Until recently, three of the district’s four schools were considered among the lowest performing in the state.

But after an assist beginning more than a year ago from the state—which is working to rebrand the area as the “corridor of opportunity”—two of those schools made it off the state’s list of the lowest performers….

Read full article here. May require subscription to Education Week.

N.Y.C. Program Aimed at Diversifying Elite High Schools Comes Up Short

N.Y.C. Program Aimed at Diversifying Elite High Schools Comes Up Short

Education Week logo

A program meant to diversify New York City’s infamously segregated specialized high schools failed to admit representative numbers of black and Hispanic students this school year, figures released last week by district officials show.

The Discovery program, hyped as a desegregation tool for elite schools, mostly benefited Asian students despite the fact that those students already account for a majority of enrollment.

In contrast, black and Hispanic children, who account for about 67 percent …

Read the full article here. May require a subscription to Educational Week.

Puerto Rico’s Outgoing Education Secretary: ‘We Need the Help…’

Puerto Rico’s Outgoing Education Secretary: ‘We Need the Help…’

Education Week logoBy Julia Keleher

Seventeen months ago, and eight months after I became the secretary of education in Puerto Rico, the worst hurricane in over a century decimated much of the island, dislocating thousands of families and bringing daily life here to a halt. Our school buildings were no exception; those that weren’t destroyed suffered damage ranging from power outages to missing roofs. We continue to wait for approval from FEMA to address most of our physical infrastructure needs and are hopeful that the federal government will honor its promise to ensure all students have access to a safe, healthy, and engaging learning environment.

The storm created an opportunity for the world to see the challenges confronting Puerto Rico’s schools. Hurricane Maria and its economic repercussions exposed the negative impacts of poor decision-making and the politicization of the public education system. The operation of the public schools was largely ineffective and inefficient and characterized by a mass exodus of students and teachers. Over the years, the system neglected to prioritize the provision of basic resources, such as books and technology, or allow for the development of innovative and more effective instructional practices.

Since then, Puerto Rico has made dramatic improvements in the quality of its public education system. Dedicated families, communities, teachers, and students have made it possible for great things to take place since the hurricane left our shores.

Read full Article here. May require subscription to Education Week.

COMMENTARY: Is There More to Teaching and Learning Than Testing?

COMMENTARY: Is There More to Teaching and Learning Than Testing?

By Barbara D. Parks-Lee, Phd

Teaching is a multi-faceted calling for many and an occupation for some, but how can teaching and learning effectiveness be measured without testing?

There must be some way—or ways—to measure what and whether students are learning, and teachers are teaching. Rigor, high standards, curriculum design, learning and teaching styles, and external demands all must be considered in any teaching and learning situation, regardless of location and resources.

As the teaching population becomes more monocultural and the school-aged population becomes more multicultural, teaching materials, beliefs, and techniques tend to rely too heavily on standardized tests and testing materials. In order for education to capitalize on the strengths and talents of learners and the skills and professionalism of their teachers, what kinds of additional progress measures might be employed?

Different kinds of professional development programs and materials may be needed to provide more sufficient and culturally responsive information about the teaching and learning process.

One way of assessing whether students are actively engaged in learning on a high level might be using multidisciplinary and interdisciplinary materials such as those in an original textbook of poems, shorts stories, and essays.

The book, Connections: A Collection of Poems, Short Stories, and Essays with Lessons,became part of a study in the Washington, D. C. schools and surrounding Metropolitan areas of Prince George’s County, Maryland, and Alexandria, Virginia, from 1996-2001. (Parks-Lee, 1995)

It addresses some of the challenges Gloria Ladson-Billings pointed out when she quoted Jonathan Kozol, saying that “…Pedagogic problems in our cities are not chiefly matters of injustice, inequality, or segregation, but of insufficient information about teaching strategies.”(Ladson-Billings*, 1994, p. 128)

Both neophyte and experienced teachers participated in a study that provided them with information, materials, and teaching strategies to employ with urban, poor, and predominantly, but not exclusively, African American youth.

The idea for the study originated with a concern that an increasingly middle class or suburban teaching force often seems unable to meet the needs of diverse students who are different from them in class, socioeconomic status, geography, ethnicity, and/or culture.

The Connections materials were intended to help address ways to foster a positive impact upon all children, but particularly upon children of color. In addition, teachers using these materials might also feel more empowered to think creatively and to utilize students’ strengths and talents as they incorporate high and rigorous interdisciplinary and multidisciplinary lessons and higher order thinking skills in order to increase academic achievement.

Effective teachers believe that we must produce and use materials that encourage students to be able to read, to write, to speak, to be creative, to understand, and to interpret what they hear and read. If students can develop these proficiencies, they may experience greater success on standardized tests.

Success breeds success, and if our students are to be involved learners and thinkers, we cannot keep doing the same things the same ways and then blaming students and teachers if standardized test scores are not optimal. There must be more inclusive ways of tapping into and measuring what is taught and what is learned. Standardized tests are but one wayand should not be the onlyway to validate the teaching and learning processes.

There are three domains to teaching, the cognitive, the affective, and the psychomotor. The one that is not easily addressed by standardized testing is the affective domain.

As Sharon M. Draper says, “You must reach a child before you can teach a child.” (Draper, S., November 2002). The challenge comes when trying to measure the affective domain. However, affective success is often reflected in student attendance and behaviors that are involved, on-task, and diligent.

There is often a spirit of collaboration and cooperation between the teacher and the students. Fewer discipline problems are observed when there is a positive classroom community involved.

When diverse students are allowed to utilize their talents and skills, they often become self-motivated, because they feel affirmed, valued, and respected.

*Ladson-Billings, G. (1999). (Notes from speech delivered at Howard University).

This article originally appeared in New York Amsterdam News.