MINNESOTA SPOKESMAN RECORDER — Poverty and poor health worldwide are inextricably linked… Poverty is both a cause and a consequence of poor health. Poverty increases the chances of poor health. Poor health in turn traps communities in poverty. — Health Poverty Action
Poverty’s harsh effects on health start before babies are born and pile up throughout their adult lives. With stressed-filled homes, shaky nutrition, toxic environments and health-care gaps of every kind, kids in very low-income families may never catch up when it comes to their health. — Lisa Esposito
The World Health Organization estimates that, across the globe, poverty directly contributes to the deaths of 18 million people each year. Yet, others such as The One Campaign insist that at least that many children alone die annually from malnutrition, which if true, would account for close to half of all deaths on the planet. Regardless of the actual number, it is clear that extreme poverty decimates our world through disease, hunger, and lack of access to clean water and medicine, alongside other maladies.
Of course, it is not difficult to argue that the extreme poverty that plagues much of the world is substantively different than poverty in the developed world, including the United States. And still, the extreme physical effects that poverty has on its victims in America are undeniable.
A study from the National Institute of Health reveals that “about 4.5 percent of all deaths in the United States are caused by poverty-related deficiencies and that poverty is a contributing factor in still more deaths.” Additional research from Columbia University’s School of Public Health calculates the number of yearly deaths in this from “poverty-related issues” to be in the hundreds of thousands, which some suggest make it the leading cause of death in this country.
Now, it may be rather difficult to accurately quantify such a figure; however, it is quite easy to link the relationship between poverty and the physical impact it has on the health outcomes of Americans regardless of race, sex or age. Poor Americans disparately suffer from a multitude of illnesses and chronic diseases, including various forms of cancer, heart disease, diabetes, respiratory problems, stress-related illness, and other physical disorders.
In addition to hunger and poor nutrition, substandard housing, transportation barriers, and limited access to quality health care, another critical factor that often plays a detrimental role in the health and wellness of low-income communities is the toxic environment in which they live, work, and go to school.
People residing in poorer neighborhoods are exponentially more likely to be exposed to pollutants and chemicals from industrial plants, landfills, toxic waste facilities, manufacturing mills, and other environmental hazards. Low-income children — who already suffer from significantly higher rates of iron deficiency, stunted growth, obesity, and injury — are inimitably susceptible to ecological factors.
Poor kids, especially those of color are much more likely to develop severe asthma and lead poisoning, as well as food and other allergies. Poverty is perhaps the greatest public health crisis that America faces today.
Unfortunately, the physical effects of poverty only seem to be getting worse. A 2016 study from MIT’s Department of Economics reveals that the life expectancy gap between rich and poor continues to increase drastically among both men and women.
It is troubling to me that more of our leaders and institutions do not see poverty and its effects on their fellow citizens as the calamity that it is. It is not only a public health disaster, but also an issue of human rights. And, I am not sure that anyone could capture the particular gravity of this issue better than the Canadian public health crusader Dr. Charles Hastings.
In 1918, during his address to the American Public Health Association, Hastings proclaimed, “Every nation that permits people to remain under the fetters of preventable disease, and permits social conditions to exist that make it impossible for them to be properly fed, clothed and housed, so as to maintain a high degree of resistance and physical fitness, and that endorses a wage that does not afford sufficient revenue for the home, a revenue that will make possible the development of a sound mind and body, is trampling a primary principle of democracy.”
The world may be a different place 100 years later, but some things always remain true.
Clarence Hightower is the executive director of Community Action Partnership of Ramsey & Washington Counties. Dr. Hightower holds a Ph.D. in urban higher education from Jackson State University. He welcomes reader responses to 450 Syndicate Street North, St. Paul, MN 55104
WAVE NEWSPAPERS — CULVER CITY — It will be easier than ever before for Culver City high school students to earn college credit right on their own campus thanks to a new agreement with West Los Angeles College to offer college and career access pathways through dual credit courses in computer science, technical production for theater, and architecture.
The AB 288 agreement, signed at the Culver City school board meeting Jan. 23, allows students to take classes provided by West L.A. College at Culver City High School and Culver City Park High School, to earn college credit. Those classes will fulfill both diploma and college degree requirements and will be offered tuition-free.
“We are very excited about this new AB 288 partnership that allows our students to take dual enrollment classes and earn high school and college credit simultaneously,” Culver City school Superintendent Leslie Lockhart said. “This is yet another way that we can offer students a chance to follow their career goals and get a head start right on our high school campuses.”
“Reaching them where they are is critical to helping our young people connect to college and succeed in higher education and the workplace,” said Sydney Kamlager-Dove, president of the Los Angeles Community College District Board of Trustees. “This partnership reduces barriers to entry by allowing high school students to become comfortable with college processes from the familiar place of their high schools, and it’s tuition free — that’s a win-win for all.”
“This demonstrates how both institutions working together can capitalize on their strengths to increase access to college and meet the needs of students in the communities we serve,” LACCD Chancellor Francisco Rodriguez said. “I look forward to more of these signings across our nine colleges.
“West L.A. College has offered concurrent enrollment courses at Culver City High for years,” said Aracely Aguiar, the college’s vice president of academic affairs. “Through the AB 288 partnership, classes can be offered as dual enrollment for high school students to get high school and college credit simultaneously. Working with Culver City Unified, are creating pathways in computer science, technical production for theater, and architecture that lead to employment.”
“In one year, West Los Angeles College will celebrate its 50th year.” college President James M. Limbaugh said. “If you know anything about the college’s history, you know that Culver City’s residents and school board were instrumental in the establishment of this campus that serves Culver City, West Los Angeles and other surrounding communities.
“So we are particularly pleased and excited to be entering into this agreement that expands our partnership with the outstanding Culver City schools.”
Assembly Bill 288 was signed by Gov. Jerry Brown in October 2015. Introduced by Assemblyman Chris Holden, D-Pasadena, it allowed community colleges and nearby school districts to enter agreements for the purpose of offering or expanding dual enrollment opportunities for students who may not already be college bound or who are underrepresented in higher education, with the goal of developing seamless pathways from high school to community college for career technical education or preparation for transfer, improving high school graduation rates, or helping high school pupils achieve college and career readiness, according to the state Chancellor’s Office.
Contact: Martin Ackley, Director of Public and Governmental Affairs 517-241-4395 Agency: Education
February 2, 2018
LANSING – The Michigan Department of Education (MDE) is leading an effort to support struggling school districts to recruit, hire, and support teachers to meet the needs of the students in those districts.
Nationally, and in Michigan, there is growing concern over the number of teachers entering and leaving the workforce. A consistent challenge that many school districts face is not having teachers in all their classrooms, according to State Superintendent Brian Whiston.
“If a school district doesn’t have enough teachers for their classrooms, it results in large class sizes and students aren’t provided with the kind of focused instruction that will help them learn,” Whiston said.
Ensuring that Michigan has an adequately staffed education workforce requires MDE, local districts, Educator Preparation Institutions, parents and communities to work together as partners.
The strategies the Michigan Department of Education is deploying, in addition to the recommendations for other partners, are articulated in MDE’s Educator Staffing Strategic Plan and span: recruitment into the profession, preparation & certification and staffing & retention.
While these efforts support all schools, MDE is also focusing additional support on the state’s new Partnership Districts – those districts with the lowest-performing schools identified earlier this year – to address any teacher shortages in those districts.
For Partnership Districts, MDE is engaging in on-site technical assistance meetings to discuss workforce challenges and determine ways to address staffing needs, providing flexibilities and helping reach creative long- and short-term solutions; assisting with the development of strategic partnerships between educator preparation providers and schools to develop recruitment pipelines based on schools’ needs; and collaborating with education organizations to coordinate support efforts.
Washington, DC – The DC State Board of Education (SBOE) will hold its next Every Student Succeeds Act (ESSA) Task Force meeting on Tuesday, February 6, 2018 at 6:00 p.m. in Room 1117 at 441 4th Street NW. The Office of the State Superintendent of Education (OSSE) will provide task force members with an overview of the content proposal for the ESSA school report card. Task force member Josh Boots, Executive Director of EmpowerK12, will present on the 2017 District Equity Reports. After the presentations, task force members will breakout into committee work related to leadership, academic rigor, school resources and funding equity, and school climate.
All task force meetings are open to the public. However, individuals and representatives of organizations are not permitted to speak or participate during task force sessions. District residents may stay involved and provide input throughout this process in a variety of ways. Individuals and representatives of organizations may submit written testimony or information for consideration by the task force by emailing sboe@dc.gov. The task force meeting will be streamed live via Periscope for those community members who are unable to attend in person.
On Wednesday, February 7, 2017, the SBOE will hold it monthly working session. The working session will be held at 5:00 p.m. in Room 1117 at 441 4th Street NW. Representatives from the Office of the State Superintendent of Education (OSSE) will present an Every Student Succeeds Act (ESSA) report card content proposal. The Office of the Ombudsman for Public Education and the Office of the Student Advocate will provide quarterly reports on their progress helping District families. Additionally, Board members will discuss the final Alvarez & Marsal Report released this week on DC Public Schools (DCPS) graduation and attendance outcomes. Read President William’s statement on the report here.
The public is welcome to attend the working session. However, individuals and representatives of organizations are not permitted to speak or participate during the working session. Individuals and representatives of organizations may submit written testimony for consideration by the SBOE. Written testimony may also be submitted by email at sboe@dc.gov.
The draft agenda for the working session is below. Please note that the agenda may be altered, modified or updated without notice.
I. Call to Order
II. Announcement of a Quorum
III. ESSA School Report Card Content Proposal
IV. Ombudsman Quarterly Report
V. Student Advocate Report
VI. Alvarez & Marsal Final Report Discussion
VII. Committee Updates
VIII.Executive Director’s Report
IX. Adjournment
The DC State Board of Education is an independent agency within DC government that advises the Office of the State Superintendent of Education (OSSE), which is the District’s state education agency. The Board is comprised of nine elected representatives, each representing their respective wards, with one member representing DC at large, in addition to two student representatives. The Board is comprised of nine elected representatives, each representing their respective wards, and one member representing DC at large, and two student representatives. The Board approves education policies, sets academic standards, and determines teacher qualifications, while OSSE oversees education within the District and manages federal education funding. The SBOE’s role in the achievement of this mission engages families, students, educators, community members, elected officials and business leaders to play a vital role in preparing every child for college and/or career success. More information about the SBOE can be found at sboe.dc.gov.
WAVE NEWSPAPERS — COMPTON — Celerity Achernar Charter School was given a much-needed exterior makeover Jan. 27. Housed in a part of the city that can be considered dreary and industrial, peppered with auto repair shops and residential houses, the school brightened its surroundings with a colorful call-to-action piece of artwork.
Beautify Earth, a nonprofit whose mission is to put an end to blighted walls by empowering artists, encouraging social responsibility and instilling community pride in impoverished or neglected neighborhoods, hosted more than 100 volunteers and students at a painting party. Equipped with bright colored enamel, paint brushes, roller pins, ladders, painter’s tape, gloves and upbeat music, mural artist Ruben Rojas taught eager volunteers how to paint the wall outside of the school’s playground in neat letters that spelled out Just Do Good.
“All we ask is that you bring your energy, your giving spirit, sense of community and we’ll show you the rest,” Rojas said. “The best part about painting murals is the different hands involved with the final picture. It warms my heart to see people giving of themselves to making their community, this school, a better place then when they left.”
The Beautify Earth education project seeks to create positive environments through inspirational murals, instructed by professional artists, offering a hands-on approach for participants to express their creativity as well as learn new techniques.
The common thread between the volunteers was that one person doing something could make a huge difference. Mothers came with babies, fathers with their daughters and teachers with their students, all in an effort to do something to directly beautify their community.
“There is a lack of goodness around here and we could use more of it,” volunteer Zee Johnson said. “One person can make an impact and as they say, living is giving. You can take, take, take or you can start to give. Why do I volunteer? Because I know that I have to do my part.
“I can’t think of a better way to be active in change,” Johnson added. “Once you’ve put some work into building something or creating a lasting mural, you take more pride in your surroundings. It becomes contagious.”
Included in the makeover were the lines on the basketball court which got brisk strokes of improvement by the steady-handed members of the Compton Initiative, another participating nonprofit whose mission includes the physical restoration of Compton homes, schools and churches.
“I’m out here volunteering because this is my school,” said Rico Sanchez. “I’m an eighth grader here so what I’m doing right now is helping me and my friends.
“I never realized how many people even cared about us to come and do this.”
Since 2006, the Compton Initiative has beautified more than 550 homes, 372 buildings at 30 schools, 35 church buildings, 31 public spaces, two medical clinics and 134 murals.
“I volunteer because everyone has to do their part,” Sumby Kuti said. “If people just show up and do their part, we’ll be in a much better position.
“I’m so glad that so many people showed up today. That’s the start.”
The Bureau of Labor Statistics, under the U.S. Department of Labor, conducted a survey in 2015 that showed more than 62.6 million people provide some type of volunteer service; the first being of service to a religious sector and the third is for their community. People choose to volunteer for a variety of reasons.
For some, it offers the chance to give something back or make a difference to the people around them. For others, it provides an opportunity to develop new skills or build on existing experience and knowledge.
For this group of painters, it was about beautifying Compton.
“Compton is one of the most underserviced communities in Los Angeles so to say that this community needed it is an understatement,” Neal Bledsoe said. “I believe it is my duty to take part in making this neighborhood beautiful again. Why not take the power back?
“We have to realize that we all live in the same city and although L.A. is still very divided, I’m here today planting that seed that I hope will grow so that others will join me and come together. When you stand on the other side of the street or turn that corner and see this mural, you can’t help but feel some kind of pride.”
THE CHICAGO CRUSADER — Did you know that there are 400,000 black men who have master’s degrees? I didn’t think so. That was just one of the many things I learned at a book signing and discussion of the newly released Guide for White Women Who Teach Black Boys.
Organized by RIISE, or Resources in Independent School Education founded and led by Gina Parker Collins, the event brought together independent school parents as well as educators and administrators to hear and participate in a powerful discussion.
Unfortunately, most of the narrative around black men is deficit focused, and the stereotype is what many believe.
School districts: Interested in having your local, state, and federal funding follow children, so that kids with greater need have more money attached to them? Now’s your chance.
The U.S. Department of Education is officially opening up the “Weighted Student Funding Pilot” in the Every Student Succeeds Act. The department can allow up to 50 districts to participate initially, and ESSA leaves open the possibility of opening that up to more districts down the line.
So what’s the weighted student funding pilot? Participating districts can combine federal, state, and local dollars into a single funding stream tied to individual students. English-language learners, kids in poverty, students in special education—who cost more to educate—would carry with them more money than other students. Some districts, including Denver, are already using this type of formula with state and local dollars.
U.S. Secretary of Education Betsy DeVos is pretty excited about the pilot.
“This is a great opportunity for local district leaders to put students first,” she said in a statement. “Instead of relying on complex federal rules to allocate funds, local leaders can use this flexibility to match funds—local, State or Federal—to the needs of students.”
Read the full story here: May require an Education Week subscription.
Mark Zuckerberg, the founder of Facebook, made a bold statement in a recent essay: By giving students individual help, average students can be turned into exceptional ones.
“If a student is at the 50th percentile in their class and they receive effective one-on-one tutoring, they jump on average to the 98th percentile,” Zuckerberg wrote.
It’s a remarkable claim, one that strains the limits of belief. And for good reason: The results from the 1984 study underlying it have essentially never been seen in modern research on public schools.
Still, the results have become a popular talking point among those promoting the “personalized learning” approach that Zuckerberg’s philanthropy is advancing. One video created by the Chan Zuckerberg Initiative (CZI) features an illustration of a 50 on a graph zooming upward to hit 98. The New Schools Venture Fund, another influential education group that backs personalized learning, cites the same work by Benjamin Bloom.
But a close look at the study raises questions about its relevance to modern education debates and the ability of new buzzed-about programs to achieve remotely similar results.
Washington — U.S. Secretary of Education Betsy DeVos today announced new flexibility for school districts to create equitable, student-centered funding systems under a pilot program authorized by the Every Student Succeeds Act (ESSA).
“This is a great opportunity for local district leaders to put students first,” said Secretary DeVos. “Instead of relying on complex federal rules to allocate funds, local leaders can use this flexibility to match funds—local, State or Federal—to the needs of students.”
The flexibility will allow school districts to combine eligible Federal funds with State and local funds in order to allocate resources to schools based on the number of students and the corresponding level of need. This type of system, often called “student-centered funding” or “weighted student funding”, is widely considered to be a modern, transparent and quantifiable way to allocate resources to the students most in need.
Previously, inflexible rules guiding the allocation and use of Federal funds made it difficult for school districts to create student-centered funding systems using Federal, State and local funds. School districts awarded flexibility will be relieved from Federal funding rules that would otherwise prevent them from implementing a student-centered funding system. ESSA provides for up to fifty school districts to receive the flexibility during the first three years of the program.
School districts that receive the flexibility are expected to design and implement a student-centered funding system that meets all statutory requirements of the pilot program, including the use of weights that allocate substantially more funding to students from low-income families, to English learners and to any other educationally disadvantaged student group identified by the school district.
School districts that receive the flexibility must also provide an assurance that parents, teachers, school leaders and other relevant stakeholders are consulted in the development and implementation of the student-centered funding system.
The application will open on February 7, 2018. For applicants intending to use the flexibility during the 2018-2019 school year, the application is due by March 12, 2018. For applicants intending to use the flexibility during the 2019-2020 school year, the application is due by July 15, 2018.
All local educational agencies (LEAs) are eligible to apply. The Department is authorized to award flexibility to 50 LEAs.
2. How do you apply?
The application will be available for download from the Department of Education website beginning February 7, 2018. Completed applications can be submitted to weightedfundingpilot@ed.gov.
3. What is being awarded?
The program will award flexibility only. It does not include a financial award.
4. When is the application due?
For LEAs that indicate on their application that they plan to use the flexibility during the upcoming 2018-2019 school year, the application is due by March 12, 2018. For LEAs that indicate they plan to use the flexibility during the 2019-2020 school year, the application is due by July 15, 2018.
For LEAs that will not use the flexibility until the 2019-2020 school year, the time between award and use may be used for planning.
5. When will the flexibility be awarded?
The Department intends to award the flexibility on a rolling basis, with those LEAs that apply to use the flexibility during the 2018-2019 school year receiving the earliest award notices.
Please consult Title I, Part E, Section 1501 of the Elementary and Secondary Education Act (ESEA) as amended by the Every Student Succeeds Act (ESSA) for all applicable statutory requirements for participation in the program.
Second in a six-part series
By Robin White Goode, blackenterprise.com
School districts: Interested in having your local, state, and federal funding follow children, so that kids with greater need have more money attached to them? Now’s your chance.
Contact: Press Office, (202) 401-1576,