Hampton school officials have rejected a local family’s request for tuition reimbursement after allegations of racist bullying.
The family says their daughter, who is black, was bullied for her race by other students in her third-grade class.
The parents say the school district didn’t do enough to respond. They transferred their daughter to a private school in Massachusetts last month.
They asked the Hampton school board to help cover their new tuition with a reimbursement of the district’s per-pupil cost, under what’s called a manifest hardship designation.
The school board this week rejected that request, according to the family and district, who each declined to provide a copy of the decision.
The district’s lawyer, at a March hearing on the family’s request, had claimed the former student’s rights weren’t violated and argued the hardship designation is meant to cover transfers to another public school.
The family has 30 days to appeal the case to the state board of education and says they’re evaluating their options.
The Black Power movement of the late 1960s helped to redefine African American identity and establish a new racial consciousness. As influential as this period was in the study and enhancement of the African Diaspora, this movement spawned the academic discipline known as Black Studies on our college and university campuses.
While there are more than 100 Black Studies degree programs nationwide, it can be confirmed that the beginning of this curriculum evolved from a student strike at San Francisco State University in 1968. Young people there forced the establishment of the Division of Ethnic Studies and departments of Black, Asian, Chicano and Native studies, all accomplished despite the discouragement of then university president and future United States Sen. S.I. Hayakawya.
The Black Student Union
The Black Student Union on campus drafted a political statement, “The Justification for African American Studies,” that would become the main document for the development of the academic departments at more than 60 universities by the early 1970s. Shortly thereafter, Black Studies programs were implemented with inherent reservations from the various campus administrations at UCLA, Cal State Los Angeles, Cal State Long Beach and at Cal State Northridge.
Black students demanded an end to the so-called “liberal-fascist” ideology that was rampant on campus, as well as calling for the immediate preparation of African American youth including secondary school students to have direct participation in the struggles of the Black community and to define themselves as responsible to and for the future successes of that community. Black Studies departments were created in a confrontational environment in a forceful rejection of traditional curricula content.
It was a novel idea that was met with early opposition from the entrenched White faculty and administration already reeling from the Free Speech movement, opposition to the Vietnam War and a general uprising from young adults of all races, religions and creeds. Black students, specifically, wanted to reinforce the position that African Americans must possess the rights to self-determination, liberation and voice opposition to the dominant ideology of “White capitalism” (e.g. world imperialism, White supremacy) that for centuries had excluded persons of color.
The Atlanta University Conferences
Black Studies can be traced back as far back as the Atlanta University Conferences held from 1898 to 1914. This early formulation was under the auspices of W.E.B. DuBois in marking the inauguration of the first scientific study of the conditions of Black people that covered important aspects of life (e.g., health homes, the question of organization, economic development, higher education, voting).
By 1915, Carter G. Woodson had founded the Association for the Study of Negro Life and History (ASNLH) in marking a brave new era for Black curriculum. The group was founded to promote historical research, publish books on Black life and history, promote the study of Black history through clubs and schools and, in a noble effort, to foster harmony between the races by interpreting one history to the other. It was during this period that the Historically Black Colleges and Universities (HCBUs) began to respond to scholarly activities in history and social science.
It had become abundantly clear more than 100 years ago that Black education should conform to the social conditions of Black people. Black colleges began to add courses in Black history to their curricula. This effort corresponded with a call by Black college students for a culturally relevant curriculum, the same theme that occurred some 50 years later when mainstream support for Black Studies grew, particularly when more African American students were admitted into predominantly White institutions.
For the past 50 years, Black Studies has been evolving as a result of the social movement that opposed institutional racism in higher education. As more Black families were moving into the middle class, young people in many sectors either saw education as oppressive or liberating. Many African Americans began to consider Black Studies and Black education as having a “special assignment” to challenge and call out White mainstream knowledge for its deficiencies and racial corruption.
Pan Africa movement
Black Studies in large part grew out of Pan Africanism, which had its origins as a movement of intellectual protest against ill-treatment of Blacks all over the world. This movement was initiated by Black persons in the America and in the West Indies whose ancestors came from Africa. There are similarities between Black Studies and Pan Africanism in that the latter movement was created because Black people all over the world were tired of being mired with the “slave mentality” that had been connected with them from their African ancestors.
The advent of Pan Africanism was the result of Black people deciding that they were better than how they were treated, and if they banded together in a practical standpoint, they could possibly change the world. Far more than an “en vogue” application of the Civil Rights Movement, Pan Africanism and the resulting Black Studies was an emotional, cultural, psychological and ideological movement that would allow African Americans to feel secure while striving for long-sought political, economic and psychological power vis a vis other races or world regions.
At its origin, Black Studies offered a clear and precise application of the African American experience, because many of the traditional history books for decades presented Black people as a hapless, helpless lot always mired in despair. It was only then that African Americans would study in detail persons like Anthony Johnson one of the original 20 Africans who arrived in Jamestown in 1619 and would later become a successful entrepreneur, or Denmark Vessey, who fought to liberate his people from slavery by organizing 9,000 slaves and freemen to revolt in Charleston, S.C. In 1822. there was also Dr. Rebecca Lee Crumpler who in 1864 became the first Black woman to earn a medical degree. This area of study helped to forge a pathway for each succeeding generation to learn that African Americans have always been innovators, fighters and intelligent persons well capable of succeeding in any endeavor.
Development of Black scholars
Black Studies is not exclusively reserved for Black scholars. There are a number of scholars from a variety of backgrounds who have done important work looking at the Black Diaspora. From the African American point of view, however, a primary reason for the implementation of Black Studies was to develop a critical mass of Black scholars. The significant presence today of African American academicians is due in large part to the existence of a longstanding tradition within Black Studies that offers a route into academia for an untold number of Black scholars.
The subject of Black Studies is interdisciplinary in nature. The subject draws in academics from a range of disciplines, including history, literature, education studies, sociology, theology, health studies, and some subjects as unexpected as sexuality and criminology. A strong tenant within Black Studies is the exposure to a range of ideas and discussions that can forge meaningful connections that can be built on the future. Had it not been for the Black Studies agenda, there are historic figures and contemporary individuals who may have never been encountered and whose work was and is relevant to contemporary dynamics within the Black community.
Women’s studies, as well, are an important aspect of Black Studies. In “Out Of The Revolution: The Development of Africana Studies” (2000), authors Delores P. Aldridge and Carlene Young attest that while the emergence of Black feminism was an offshoot of White feminism, the two groups are far apart in terms of battling sexism and striving for equality in a White-male-dominated world.
“During American slavery, Africana women were as harshly treated physically and mentally as were their male counterparts, thereby invalidating the alignment of Africana women and White women as equals in the struggle. The endless chores of the Africana woman awaited her both in and outside the home. Africana men and women have been equal partners in the struggle against oppression from early on. Thus, they could not afford division based on sex. In the African American slave experience, Africana men and women were viewed the same by the slave owners, thereby negating traditional (African and European) notions of male or female roles.”
Valuable study for both genders
Such study has proved valuable to African American students of both genders. Aldridge and Young state that Black Studies has empowered the Black student in noting that this academic challenge was a direct response to the mandate for change at all levels that characterized the Civil Rights Movement and the social rebellions of the 1930s, ’40s and ’50s.
At the modern HCBU campuses, most have established courses in Black Studies, but few have departments dedicated to the field. Only Howard and Clark Atlanta universities offer a Master of Arts in Black Studies. Howard is the only HBCU to offer a doctoral program in African Studies; eight traditionally White institutions (including Princeton and Yale) also offer a Ph. D in African Studies.
Why don’t more HBCUs offer a diploma in Black Studies? The problem is money.
“A program in African American Studies is very difficult to sustain in good times, and it’s near impossible in tough times,” said Dr. Johnny Taylor, president and CEO of the Thurgood Marshall College Fund. “However, some of the majority institutions have been able to get someone to underwrite less popular programs.”
The University of Wisconsin-Madison offers bachelor’s, master’s, and doctoral degrees in Black Studies, much to the disappointment of Dr. Mayibuye Monanabela who is among the founders of the Africana Studies department at Tennessee State University. He said getting students to major in Black Studies is often difficult primarily because, outside of teaching, there are not many well-paying trades that would require such professional acumen.
“We (HBCUs) should be doing better,” Monanabela said. “When students are ready to sign-up for a major, they ask ‘What can I do with a degree in Africana Studies?’“
Dr. David H. Jackson Jr., chair of the department of history and political science (which includes Black Studies) at Florida A&M University, believes the current attitude toward Black Studies among African American students could be an obstacle in the field’s development.
“If I looked at FAMU and the country in general from the 1980s and early ’90s in terms of an aggressive attitude toward embracing Black culture, I don’t see that as much now,” he said. As well, some Black students at predominantly White institutions may have the assumption that students at an HBCU tend to be “Africa-centered” or “radical,” and that belief could contribute to an apathy about the subject, which is in direct contrast with the roots of Black Studies programs.
Looking toward the future
HCBUs faced internal challenges in developing these programs as an older generation of administrators may have been reluctant to establish such a curriculum, because of the association with “militancy” and for fear of losing support from outside communities. Also, some HBCUs felt that because they were Black institutions, they were not obligated to dedicate a department to the subject because “just being a Black school was sufficient.”
At Princeton, Black Studies has proven to be a popular and successful program. Dr. Eddie Glaude Jr., chair of the Center for African American Studies at the New Jersey campus, believes the burgeoning interest in Black Studies may provide ground for a degree program.
“I think we’re seeing a new phase in the presence of Black Studies in higher education,” Glaude said. “We need to find an institutional configuration that reflects the complexity and nuance of the field. We haven’t changed our name to ‘Diaspora studies,’ and we have insisted that in order to mark that, as a field, Black Studies should be thought of more broadly.”
People of African ancestry have a long history and tradition in practically every region of the world. This history has been hallmarked by a number of struggles for recognition and against discrimination. In the present context of global uncertainty and the political reshaping of nation states Black Studies can play an essential role in the examination of the world’s Black population and the challenges that lie ahead.
This article originally appeared in Our Weekly News.
There has been a lot of talk about whether or not there is a crisis on the border. I will leave that debate to the politicians. However, there is no debate about whether or not America has a crisis hitting all 50 states and over 40 million people. This crisis is impacting millions of students pursuing their dreams of earning a college degree. The crisis is impacting millions of young people coming out of college, wanting to be fiscally responsible and save, and buy their first home. What is the crisis? It is America’s $1.56 trillion student loan debt.
Today, student loan debt is the second greatest source of individual debt, only behind mortgages, according to the Federal Reserve. Something must be done about the ever-rising student debt, and the Thurgood Marshall College Fund (TMCF) is taking the issue of financial literacy with HBCU students head-on. Exposing the nearly 300,000 students we represent to the host of scholarship offerings is one of our main strategies for decreasing student loan dependence. TMCF understands that student loans disproportionately impact minority students – with the greatest negative impact on African-American students. We have to put just as much early attention on student loan debt by providing student scholarships, grants and wraparound services, so HBCU students can persist in their studies without dropping out because of finances. The more scholarships we can award, the fewer loans students are forced to take, so they graduate without the strain of insurmountable student loan debt.
As the wealth gap continues to grow we know that by 2053, the Net Worth of African-American families is projected to hit $0, so there is a clear urgency to educate and support organizations that have direct connections to young African American students that will be entering the workforce. TMCF is committed to empowering students attending HBCUs on how to secure and keep a good paying job and build a career into the C-Suite, or become entrepreneurs, save money and build wealth for the future in the hopes of being great global leaders that give back to future generations.
Additionally, we are teaching HBCU students to be better college consumers, moving career-focused programming to Freshmen and Sophomores, so they can choose college course strategically, in order to graduate in four years, while entering the talent pipeline earlier.
More than 80% of all HBCU students attend TMCF member-schools and 97% of those students rely on financial aid in their pursuit of a degree. Through our partnerships with many companies such as Wells Fargo, Boeing, Ally, and Apple we are providing scholarships, internships, corporate immersions, and innovation programs as well as good paying jobs.
For example, over the course of our partnership with Wells Fargo, they have provided more than $7.2 million in support of TMCF student scholarships and financial literacy curriculum development and announced a $1.1 million for the 2019-2020 academic year. In 2018, TMCF provided close to $10 million in direct aid for student scholarships, stipends, awards, wrap-around services, and institutional grants. Those are real dollars and for the majority of the students we serve, the dollars are transformational. This is important because according to aLendEDU study nearly three in 10 college students in America are solely responsible for paying for all of their higher education costs.
Finances should never be a barrier to graduation, nor should the financial impact of earning a college degree be a barrier for buying a home, saving money, starting a family, and having a good credit score. TMCF prides itself on building pipelines into good paying jobs but we also have to work to ensure that those students are able to truly reap the financial benefits of their achievements without having to pay off years of student loan debt.
Yes, the student loan situation is a crisis that must be addressed early and often with students, parents, family members, and guidance counselors. We need to make this an issue on the campaign trail on both sides of the aisle in every election, not just the 2020 presidential one. Roll Call recently reported that there are 66 members of Congress who are currently paying off their own personal student loans or debts for dependents. “Collectively, the 44 Democrats and 24 Republicans have higher education liabilities of $2.5 million, according to recent financial disclosures. The median student loan debt is $15,000, while average debt is $37,000.”
This is not a partisan issue and we will continue advocating for bipartisan solutions and effective student financial aid literacy opportunities especially for the Black College Community because we know they work. The student loan debt crisis can be corrected if we all work together to make sure our future innovators, government and corporate leaders can lead without the crippling burden of student loans. The time is now.
Wiley College President Herman Felton (UNCF photo)
Tuesday, April 9, Herman Felton, Ph.D., president and CEO of Wiley College in Marshall, Texas, provided testimony before the House panel that decides the funding levels for all federal education programs. The House Appropriations Committee’s Labor, Health and Human Services, and Education Subcommittee received public witness testimony from only 24 individuals to inform their crafting of the upcoming bill to fund the government for fiscal year 2020. The remarks provided by Dr. Felton focused on the funding and national benefits of Historically Black Colleges and Universities (HBCUs).
A Marine Corps veteran and lifelong educator, Dr. Felton’s testimony was the first of the afternoon to receive bi-partisan support from both Subcommittee Chairwoman Rosa L. DeLauro (D-CT) and Ranking Member Tom J. Cole (R-OK). The funding leaders commended Wiley College (a UNCF-member institution) and similar HBCUs, for their work with first-generation college students, specifically for being an integral part of the American higher education fabric for decades. Chairwoman DeLauro added, concerning the $39 billion National Institutes of Health (NIH), “We will be sure that the center of our discussion and debate will be that we strengthen HBCUs.” Rep. Barbara Lee (D-CA) who introduced Dr. Felton to the Subcommittee prior to his testimony, noted that funding recommendations in Dr. Felton’s testimony “just make sense.”
UNCF (United Negro College Fund) worked with Congress to garner the opportunity for HBCUs to be represented in today’s proceedings. Dr. Felton echoed the priorities laid out by UNCF’s president and CEO Dr. Michael L. Lomax during the organization’s inaugural “State of the HBCUs Address” on March 5, including:
Increase funding for the discretionary “Strengthening HBCUs” Program to $375 million ($93 million increase over FY 2019);
Reauthorize the mandatory “Strengthening HBCUs” Program this year;
Fund the HBCU Capital Finance Program, including support for the deferment authority;
Double the Pell Grant award and support Second Chance Pell; and
Support funding to produce more African American health professionals and researchers, including at NIH.
“What we witnessed today was history,” commented Lodriguez V. Murray, UNCF’s vice president for public policy and government affairs. “One of our HBCU member presidents delivered remarks about the needs of all HBCUs and their students, weaving in the history of Wiley College. The goals are clear: increase resources necessary for the Pell-eligible and first-generation college students who have found an HBCU education to be a necessity; and allot the funding necessary for HBCUs to continue to remain competitive and thrive.”
Murray concluded, “The reception Dr. Felton received at the hearing showed, once again, that when we take a positive proactive agenda to Capitol Hill, bipartisanship is the response.”
WASHINGTON – Better integration of education at all levels, eliminating the distinction between higher education and career preparation and more cooperation among local, state and federal policymakers can remove barriers and better prepare a workforce that increasingly includes individuals who don’t fit the traditional profile of college students.
Those were some of the suggestions made by two experts at a policy roundtable discussion Wednesday presented by Higher Learning Advocates, a nonprofit organization devoted to connecting federal policies with the needs of postsecondary students, employers and communities.
At the roundtable, titled “Bridging the Education-Workforce Divide: Upskilling America’s Workforce,” Dr. Aaron Thompson, president of the Kentucky Council on Postsecondary Education, and Dr. Jason Smith, partnership executive director of Bridging Richmond talent hub in Virginia, discussed challenges to bridging higher learning and the workforce and issues of access and success for students.
“The conversation itself is problematic and where to place emphasis in the pipeline,” said Smith. “We have to stop separating education and workforce preparation. We take those two parts and separate them out, and I think that’s really problematic. We need to start thinking about it all as being workforce preparation.”
Given the demographic changes and projections of postsecondary school populations in the United States, neotraditional or new traditional may be better terms for students long described as nontraditional. Through most of America’s recent history, the profile of an average college student was an unmarried middle-class White student attending full-time immediately after high school with parental financial support, living on campus and earning a bachelor’s degree in four to five years.
Today, however, only 13 percent of college students live on campus, 26 percent are parenting, 38 percent are older than 25, 40 percent attend part-time, 42 percent live at or below the federal poverty line, 47 percent are financially independent, 57 percent attend two-year colleges and 58 percent work while in school.
Add to those factors the unprecedented cultural diversity of student populations and diversity of postsecondary education options and the need to remove barriers to quality, affordability and successful outcomes for students becomes clear, said moderator and HLA deputy executive director Emily Bouck West.
A significant change in recent years, Thompson observed, is more students who perceive that they don’t have access to higher education and that they lack opportunities to succeed in that space, in spite of financial aid and other support systems designed to help students achieve both.
“Our job is to put value back in that value proposition,” said Thompson. “How do we change that? How do we talk about quality?”
A central part of the discussion should be greater alignment of educational arenas from preK-12 to two-year and four-year institutions, Thompson said. Providing quality education in a seamless continuum with career preparation as a central driver can help skeptical prospective postsecondary students – especially from underrepresented groups – see that education beyond high school is affordable and valuable, doable in a reasonable time and leads to employment, he said.
Breaking down silos between different types of postsecondary institutions can benefit students, said Smith, whether community colleges, baccalaureate programs, vocational-technical programs or online for-profit learning.
Data-sharing and articulation agreements that promote more thoughtful and efficient transfer of credit between schools can benefit students, Smith added. For example, a student may transfer from a community college to a four-year university without having earned a credential, but may find after one or two courses that those credits can be reverse-transferred to the community college and qualify the student for an associate’s degree.
Post-secondary students drop out or stop out for a range of personal issues, from financial to family concerns. Better credit-transfer rules and other such policy changes – which local, state and federal policies could promote – would increase the number of students completing a credential and help move more workers into the employment pipeline.
“One very different thing for students today is it is no longer the experience that you went to one institution and stayed there until you completed it,” said Smith. “People now are looking for learning they need for employment now. And where can I go later to add on? How can I stack into something that helps me over a long period of time?”
Smith and Thompson agreed that employers and schools must begin to work more closely together, and earlier in the formal education process, to ensure that student learning fits employer needs and expectations.
“There’s a need to get employers more involved on the front end in creating programs that matter and teach what they’re looking for,” said Thompson. “Everybody doesn’t have to go to college, but should have education post-high school that works. We need to be far more intentional in putting people on pathways, with employers engaged throughout the process for a continual-improvement model. We in higher education have to rethink how we’re doing business. And so do employers.”
Policies around financial aid also need to be revisited as both an access issue and a success issue, Thompson and Smith said. Paying for school and having the financial resources to meet human needs are concerns for traditional students as well as students from low-income and underrepresented groups, and guidelines around student loans and the Pell grant should be aligned with those needs, Thompson said.
Policymakers at the state and federal levels can play a role by incentivizing “disconnected” systems in higher ed to work better together for post-secondary students, said Smith.
Curriculum redesign informed by the employment sector as early as elementary school and wise use of outcomes data can close completion gaps and help students become culturally competent workforce participants, Thompson said.
“Schools need to align ourselves with a student success paradigm so we’re on the same page when talking about issues of quality and engagement,” he added.
Treating higher education as one system rather than multiple systems and helping students experience wrap-around services in a more integrated way “would go a long way” toward promoting the success of all students, Smith said.
“There needs to be a shift from an access-for-all mentality to a success-for-all mentality.”
LaMont Jones can be reached at email@example.com. You can follow him on Twitter @DrLaMontJones.
[/media-credit] Participants in the DanceLogic program. (Facebook)
Shanel Edwards, co-instructor of danceLogic, stated that “danceLogic is helping these girls have access to the arts realm and science world as possible career paths, it is allowing them to stretch their own boundaries of what success looks like for them. ”DanceLogic, a unique S.T.E.A.M. program that combines dance and computer coding leading to the development of original choreography and performance, is continuing onto its second year. Girls ranging from the ages of 13 through 18 years participate in the program held at West Park Cultural Center in Philadelphia and learn the value of focus, dedication, and teamwork, as well as industry standard coding language.
During the dance class, led by instructors Edwards of D2D The Company and Annie Fortenberry, a performer with Ballet 180, the girls learn dance skills and movement techniques. This is followed by an hour of learning industry standard coding language under the direction of coding instructor Franklyn Athias, senior vice president of Network and Communications Engineering at Comcast. “I’m helping the kids see that someone, just like them, was able to use Science and Technology to find a very successful career,” Athias expressed in a press release.
The girls use coding to create their own choreography. “The combinations of dance and logic have good synergies. Learning something like dance requires practice, just like coding,” said Athias. “The dance is more physical, but it requires the students to try, fail, and try again. Before long, the muscle memory kicks in and the student forgets how hard it was before. Coding is really the same thing. Learning the syntax of coding is not a natural thing. Repetition is what makes you become good at it. After learning the first programming language, the students can learn other programming languages because it becomes much easier.”
“My favorite thing about the program is that the students can explore leadership roles. By building their own choreography and supporting each other in coding class, they navigate creating and sharing those creations, as well as resolving conflict to make one cohesive dance. There’s a lot of beauty and bravery in that process,” stated Fortenberry.
]The very first session of danceLogic culminated with the girls performing choreography and sharing what they learned through coding and how it has impacted their lives.
U.S. Secretary of Education Betsy DeVos said that the country’s higher education system is in “crisis” thanks in part to a “government takeover of the student lending system” put in place by the Obama administration. But her contention was quickly fact-checked by a former GOP Senate staffer and other higher education experts.
“Our higher ed system is the envy of the world, but if we, as a country, do not make important policy changes in the way we distribute, administer, and manage federal student loans, the program on which so many students rely will be in serious jeopardy,” DeVos told the Federal Student Aid Training Conference in Atlanta in prepared remarks on Tuesday “Students are taking out tens of thousands of dollars in debt but many are misinformed or uninformed as to the implications of taking on that debt and their responsibilities to pay it back.”
Student debt, she said, is now 10 percent of national debt. “The student loan program is not only burying students in debt, it is also burying taxpayers and it’s stealing from future generations,” she said.
DeVos offered solutions for ballooning student debt, including giving students the opportunity to pursue the postsecondary path that’s right for them, even if that’s not a four-year college degree. She also called for boosting “innovation.” And she appeared to take a swipe at the free-college movement, whose champions include Sen. Bernie Sanders of Vermont, the 2016 Democratic presidential candidate.
“Nothing is free,” DeVos said. “Someone, somewhere ultimately pays the bills.”
Read full article click here, may require ED Week subscription.
One year into a four-year $49 million initiative to improve training for aspiring school principals, a new RAND Corporation report found that seven universities are beginning to change their principal preparation programs to better reflect the real-world demands of the job.
The seven universities participating in The Wallace Foundation’s University Principal Preparation Initiative (UPPI) are redesigning their programs by working with local high-need school districts that hire their graduates as well as accreditation agencies in their states—a move not typical of most other programs.
“Past research shows that successful principal preparation programs should include partnerships with districts,” said Rebecca Herman, a senior researcher at RAND and a lead author on the report. “Our report illustrates such engagement is feasible, valuable and critical to creating these programs.”
Principals help set school vision and culture, supporting teacher effectiveness and, ultimately, improving student achievement. Some educators say many university programs that train principals favor theory over practice and provide too little field experience in which candidates learn by taking on duties of school leaders. The initiative seeks to boost such programs by generating lessons for other universities on how best to design a program that prepares effective principals.
The RAND report found that, during the first year of the initiative, programs are working to better align programs with expected skills needed upon graduation, as well as ensuring their programs meet state and national leadership standards. All have taken evidence-based self-assessments to see how programs can be improved and developed models to guide their redesign. Programs are trying to develop a more coherent curriculum that integrates theory and practice, and offer more hands-on training opportunities and greater collaboration with school districts by asking practitioner-leaders to work as part-time instructors.
SALT LAKE CITY — The Utah State Board of Education Career and Technical Education (CTE) section announced that the Bear River Region is the winner of the 2018 Utah Excellence in Action award. The AM STEM (Automated Manufacturing STEM) program in Bear River Region was selected based on their uniquely inventive and effective approaches to stimulating student learning, offering extensive work- based learning experiences, maintaining strong partnerships with industry and community organizations, and preparing students for postsecondary and career success.
The AM STEM program represents the best CTE program in the state of Utah. While the program is unique, it offers a rigorous sequence of courses beginning with foundational skills to subject-matter, real-world hands-on experiences in the classroom led by dedicated educators, and meaningful work- based experiences facilitated by industry partners.
Bear River Region, in collaboration with industry partners, higher education, and secondary education, has created a career pipeline for high school students by offering a program that meets industry needs. Students involved in the program take courses at their high school that align with the requirements found in industry. The AM STEM program combines coursework with work-based learning experiences to support student exploration and skill development.
Having one child who is heading to college can be stressful, but having to help multiple children at the same time can feel like too much to manage. While I can’t save you from a forgotten application deadline or the “how to do your own laundry” lessons, hopefully, I can help make the financial aid part of the process run more smoothly with these tips:
How many FSA IDs will my children and I need?
An FSA ID is a username and password combination that serves as your legal electronic signature throughout the financial aid process—from the first time your children fill out the Free Application for Federal Student Aid (FAFSA®) form until the time their loans are paid off. You AND each of your children will need your own FSA ID. Parents and students can create their FSA IDs now.
Note: Your FSA ID is associated with your Social Security number and is equivalent to your legal signature; therefore, each person can only have one FSA ID. If you are a parent, you will use the same FSA ID to sign each of your children’s FAFSA forms.
How many FAFSA® forms do we have to complete?
Each student and one parent need an FSA ID, and each of your children will need to fill out a FAFSA form. Your children will need to provide your (parent) information on their 2019–20 FAFSA forms unless they are going to graduate school, were born before Jan. 1, 1996, or can answer “yes” to any of these dependency status questions.
Example: You have three children who are going to go to college or who are in college. You’ll need four FSA IDs—one for you as the parent (only one parent needs an FSA ID) and one for each child. You’ll need to fill out three FAFSA forms, one for each child.
Can I transfer my information from one child’s FAFSA® form to another so I don’t have to reenter it?
Yes! Once your first child’s FAFSA form is complete, you’ll get to a confirmation page. At the bottom of the confirmation page, you’ll see an option that asks, “Does your brother or sister need to complete a FAFSA?” Make sure you have your pop-up blocker turned off and select the arrow at the right.
NOTE: This transfer option is available on fafsa.gov but it is NOT available on the myStudentAid app at the moment.
TIP: If you want the process to go as smoothly as possible, your second child should have his or her FSA ID handy so you’re ready for the next step.
Once you select the arrow, a new window will open, allowing your other child to start his or her FAFSA form. We recommend that your child starts the FAFSA form by entering his or her FSA ID (not your FSA ID) using the option on the left (I am the student) in the image below. However, if you are starting your child’s FAFSA form, choose the option on the right (I am a parent, preparer, or student from a Freely Associated State) and enter your child’s information.
IMPORTANT: Regardless of who starts the application from this screen, the FAFSA form remains the student’s application; so when the FAFSA form says “you,” it means the student. If the FAFSA form is asking for parent information, it will specify that. When in doubt, refer to the ribbon at the top-left of the screen. It will indicate whether you’re being asked to provide student or parent information.
After you select the FAFSA form you’d like to complete and create a save key, you’ll be brought to the introduction page, which will indicate that parental data was copied into your second child’s FAFSA form.
Once you reach the parent information page, you will see your information prepopulated. Verify this info, proceed to sign and submit the FAFSA form, and you’re done!
NOTE: If you have a third (or fourth, fifth, etc.) child who needs to fill out the FAFSA form and provide your information, repeat this process until you’ve finished all your children’s FAFSA forms.