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 …
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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 ljones@diverseeducation.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.
In an Aug. 6letter to the U.S. Departments of Education and Justice, which formally revoked the Obama-era guidance in early July, Sen. Patty Murray, D-Wash., the top Democrat on the Senate education committee, and Sen. Dianne Feinstein, D-Calif., the top Democrat on Senate Judiciary Committee, also demanded to know how the decision to revoke the guidance was reached. The two senators also asked for a list of complaints of discrimination based on race and ethnicity filed against K-12 and postsecondary institutions with the Education Department’s office for civil rights since the start of 2016.
In their joint letter withdrawing the guidance, the Trump Education and Justice Departments told schools that the Obama administration’s guidance advocated for “policy preferences and positions beyond the requirements of the Constitution” and the 1964 Civil Rights Act.
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When Harvard University students arrive for classes Aug. 15, they will return to history in the making: for the first time in the Ivy League school’s history, four of its colleges will be headed simultaneously by African-American women.
Dr. Claudine Gay’s appointment in July as the first African-American and the first woman dean of the Faculty of Arts and Sciences followed Dr. Bridget Terry-Long’s appointment in May as the first Black woman dean of the Graduate School of Education. They join Dr. Tomiko Brown-Nagin, the first Black woman dean of the Radcliffe Institute for Advanced Study, and Dr. Michelle A. Williams, an epidemiologist and professor at the School of Public Health, who became the first Black person to head a faculty at Harvard and the first female dean of that school, according to a story in The Harvard Crimson.
Less than three years ago, not one of Harvard’s 14 schools was headed by a Black woman, according to the Crimson.
In an interview with the college newspaper, Gay said: “If my presence in this role affirms someone’s sense of belonging and ownership, the same way [former president Dr. Drew G. Faust’s] appointment affirmed my own sense of belonging, then I think that’s great. And for people who are sort of beyond our gates, if this prompts them to look again and look anew at Harvard and imagine new possibilities for themselves, I think that’s great, as well.”
The advances in diversifying the ranks of administrators have elicited praise on campus. They signal “that Harvard is getting ready for a new future for itself and for the country and for the world,” said John S. Wilson, a key leader in the university’s diversity and inclusion initiatives.
Dr. Danielle S. Allen – a government professor who spearheaded a Task Force on Inclusion and Belonging that issued a final report in March calling for more faculty diversity – said it’s “great to see such wonderful, talented individuals in leadership posts and to see the university diversifying its leadership ranks.”
Researchers and advocates who support school integration had a message on Capitol Hill Thursday: There are several setbacks to creating integrated schools, but new opportunities as well.
In a panel discussion on integration here hosted by the National Coalition for School Diversity, they highlighted the downside of what they characterized as the Trump administration’s recent U-turn on diversity efforts, court rulings that have undermined local desegregation efforts, as well as what they said was the resegregation of America’s schools.
But they also highlighted additional funding for the office for civil rights at the U.S. Department of Education, as well as efforts in Congress to remove barriers to integration efforts.
Action on Capitol Hill to promote integration includes House and Senate education appropriations bills for fiscal 2019 that for the first time since the 1970s removes language barring federal funding from being used for transportation to create more integrated schools.
“The threats that we’re facing right now … are not the same threats as the massive resistance of the 1960s. They are shape-shifting,” said Damon Hewitt, the executive director of the Executives’ Alliance for Boys and Men of Color, who moderated the panel. “They threaten to erase the dream of [Brown v. Board of Education].”
However, the Trump administration has a very different approach to these issues. It scrapped that $12 million grant program, for example. And more recently, the Trump Education and Justice Departments withdrew Obama-era guidance on racial diversity in education because they said it went beyond what the Constitution requires—advocates at the panel singled out that move in particular for criticism.
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POUGHKEEPSIE – Diversity. Tolerance. Pluralism. Being an American.
Vassar diploma candidates are all smiles just prior to the start of Sunday morning’s 154th Annual Commencement ceremony.
They were words and phrases frequently alluded to at Sunday’s 154th Vassar Commencement, in many ways defined the Class of 2018. This year’s group of 600 (which now brings Vassar’s all-time total alumnus tally to 39,566) was comprised of graduates from 47 states as well as 29 foreign countries or U.S. territories. 234 studied abroad in 39 countries on six continents. And then there are the long list of varied, impressive feats, spanning the athletic, academic and civic realms, by those graduates. It’s that range of activities, ethnic, racial and other compositions, and far-spanning backgrounds, that will prepare this group of young people for the challenges that will confront them as they venture off into the ever-evolving workforce as well as communities they will encounter.
“Your new voice, the one that you developed here, can be your greatest voice,” stressed Elizabeth H. Bradley, Vassar President.
Referring to “engaged pluralism,” Bradley further spoke of the critical need to depend upon two things should that voice falter: imagination and empathy. The first year President added, “Imagination will allow you to try to live like another does, seeing things through their lens; while empathy, will let you not just tolerate difference, but flourish with it, something that requires using muscle memory.”
That muscle memory is something the morning’s Commencement Speaker knows very well. Heather McGhee, leader of Demos, a nationally known public policy organization, as well as frequent guest on such national political shows as; “Meet the Press,” “Real Times with Bill Maher,” and “Hardball with Chris Matthews,” opened her passionate speech with an immediately riveting tale. Alluding to a time early on in here career when on live television a man said to her, “Im a white man, and I’m prejudice,” McGhee further detailed how she ultimately turned that initially very disturbing remark into a profound learning experience, as well as the man, into a good friend.
“I remember telling him (“Gary”) thank you for admitting his prejudices, as so many are afraid to do so,” said an energetic McGhee. “I then gave him ideas of how to combat his ideas, such as meeting with black people and reading, and he took my recommendations to heart over time; all of this made me think: What does it mean to be an American?” McGee then went on to detail the long list of seemingly justified reasons why so much discrimination has riddled this country’s history, adding that none of them were logical, fair, or humane.
Looking directly at the Vassar Class of 2018, she continued, “I think it’s going to be up to you to determine exactly what that means, challenged McGee. “As you go out today, I want you to remember, the majority of Americans, have not had the pluralistic education you have had here; it’s not going to be easy, but it is always worth it; being a better American is to love more people than the people who look just like you.”
Bringing her talk full-circle, McGhee, who co-chaired a task force for Americans for Financial Reform, one that made pivotal changes to the Dodd-Frank Wall Street Reform Consumer Protection Act, then smiled wide as the rain began to pick up momentum, and added, “Gary and I are counting on you.”
Since 1837, Historically Black Colleges and Universities (HBCUs) have been educating and preparing, primarily, but far from exclusively, African American students – nearly a quarter of HBCU students are non-Black – to contribute to the American experience. These institutions help fill the nation’s dual pipeline of productivity: providing diversely talented employees and creating employment opportunities. They consistently add both workers and job-creation to their state and local economies.
Despite being historically under-resourced, in 2014, the nation’s 101 accredited HBCUs injected $14.8 billion in direct spending impact to the national economy, adding more than 134,000 jobs, on- and off-campus, according to a recently published landmark study, HBCUs Make America Strong: The Positive Economic Impact of Historically Black Colleges and Universities, commissioned by the United Negro College Fund (UNCF).
The study sheds an important light on HBCUs in the modern era. The institutions, spanning 19 states, Washington, D.C. and the U.S. Virgin Islands, disproportionately take on the challenge of providing first-generation, low-income, minority, rural and inner-city students the opportunity to earn college degrees.
Impressively, for example, HBCUs comprise just three percent of all nonprofit colleges and universities, but enroll 10 percent of African American college students, and are responsible for 17 percent of African Americans earning their bachelor’s degrees and 24 percent of African Americans earning their credentials in science, technology, engineering and math (STEM) fields. The UNCF study is a wonderful contribution – a foundation stone on which we can pursue new areas of exploration to develop enduring strategies and attract commensurate investment to increase the all too often unheralded or overlooked value of America’s HBCUs.
Connecting to Innovation Ecosystems
To build on our nation’s leadership position in the global economy, over the past half-century, America has invested heavily in developing the world’s most advanced countrywide network of regional innovation ecosystems to support talent development, creativity, research, commercialization, entrepreneurship and job creation. Unfortunately, the government, philanthropic, business and community leaders who have led the rise of – and maintain stewardship within – these fantastic ecosystems have not been successful connecting these forward-looking investments to HBCUs and the populations and communities they principally serve. This undermines prospects to grow and equip a deep and diverse enough pool of Americans to power national prosperity for generations to come.
The absence of inclusive and diverse innovation ecosystems demands the development and adoption of frameworks and strategies embedded with the magnificent contributions of HBCUs. The ROI: HBCUs can help more Americans improve their connectivity to and productivity within the 21st century economy.
Endgame: More Talent to Fuel U.S. Competitive Advantage
For most of the 20th century, those principally served by HBCUs were not able to contribute their full talent to the national economy. Yet, in those days, America could economically lead the globe with proverbially one hand tied behind her back.
In other words, back then, U.S. economic competitiveness was assured even without optimal productivity from large swaths of our population. This is no longer the case.
In today’s economy, where relentless global competition for jobs and opportunity is the new normal, the immutable laws of economic prosperity do not allow America to sustain global leadership without greater contributions from more Americans – especially the latent and untapped abilities of those principally served by HBCUs.
In January, President Trump attended the World Economic Forum in Davos, Switzerland. Of note, Klaus Schwab, Founder of the World Economic Forum, may have put it best when he said, “Capital is being superseded by creativity and the ability to innovate – and therefore by human talents – as the most important factors of production. If talent is becoming the decisive factor, we can be confident in stating that capitalism is being replaced by talentism.”
In the age of “talentism,” awakening the dormant abilities of more Americans and connecting them to the economy is the most promising path to new wealth generation, greater new job-creation and increased business output. These enhancements will improve our national economic competitiveness and quality of life for Americans, and, importantly, strengthen our national security.
Quite simply, the American economy grows more competitive when educational access is widely available. Our nation’s HBCUs broaden education access, and their positive impact on the country is undeniable. The White House Initiative on HBCUs is excited to partner across the federal government and with the private sector to foster investment in HBCUs to grow their contributions to America; as such, contributions are vital to the competitiveness of the United States.
THE BIRMINGHAM TIMES — During his 20-minute speech Jones spoke about the importance of justice and equality for all and why the American Dream and Dr. King’s Dream should be a shared vision.
“Together we have a responsibility to continue fighting for the American dream, Dr. King’s dream,” Jones said. “…to ensure that Alabama and our nation live up to the ideas of equality and justice.
“That doesn’t just mean justice in a courtroom,” he said. “…it means that children growing up in every community should have the same opportunities to succeed.”
The senator spoke in a packed Birmingham Jefferson Convention Center (BJCC) North Exhibition Hall filled with city leaders, organizers, activists, and citizens celebrate King Jr. Day.
Congresswoman Terri Sewell, Birmingham Mayor Randall Woodfin, Birmingham City Council President Valerie Abbott, Jefferson County Commission President Pro-Tem Sandra Little Brown and Tuscaloosa Mayor Walt Maddox were among the officials on the dais.
But it was Jones who commanded the attention of the audience, many of whom helped get him elected to the Senate.
“I’m here today [as Senator] and it’s because you believed in me,” he said. “You believed in Alabama, you believed in this country, and you believed enough to devote your time and energy and enthusiasm to make my election possible.”
Jones said the breakfast is a chance to remember the sacrifices of not only King, but other foot soldiers who fought for justice. “People like Rev. (Joseph) Lowery, Jimmie Lee Jackson, the great Fred Shuttlesworth, Ralph Abernathy and my dear friend and colleague, John Lewis,” he said.
He also honored women who fought for freedom and justice.
“(These men) stood shoulder to shoulder with courageous women like Coretta Scott King, Recey Taylor, Rosa Parks, Virginia Foster Durr, Amelia Boynton (Robinson) and Annie Lee Cooper,” he said. “And in today’s climate we need to make sure that we recognize the courageous women of the Civil Rights Movement.”
Jones pointed out the critical need of the Children’s Health Insurance Program (CHIP), which he supports and the first bill he sponsored was to make sure funding remains in place for the program.
“Taking care of our children is not just an investment for their future, it is an investment in all of our futures.”
He talked about how “those who speak the loudest and gain strength through fear rather than consensus and compromise” let CHIP expire putting 150,000 Alabama children at risk.
“They refuse expand Medicaid, threatening the health of 1,000,000 Alabamians and the security of our rural hospitals,” he said. “They watched as children from certain zip codes got access to better education, and they did it generation after generation.”
He also pointed out that a lot of the rhetoric causing division is coming from the White House especially “when the President of the United States uses language that is not only beneath his office, but the antithesis of the values that we hold as Americans,” Jones said. “Every time we are faced with what seems like insurmountable difficulties we have risen to the occasion to confront it head on, and make no mistake, we will do it again.”
The senator pointed to the gains made by foot soldiers and King when faced with obstacles.
“Reject hatred, violence and fury,” he said. “We need to listen and learn from one another. We need to seek common ground even when it seems impossible.”
Jones concluded his speech by saying change in America will require “foot soldiers of today to make change.”
“It’s up to us, it’s our challenge,” he said. “After standing on that stage on Dec. 12 [election night] I know you know what to do.”
Jones said he didn’t have all the answers, “but I know that it will take more than gathering for breakfast once a year.”
The breakfast also included a unity candle lighting, a dance tribute from dancer Deitra Streeter to the song Rise Up by Andra Day, and 9-year-old Sergeant Jones who eloquently quoted King’s “I Have A Dream” speech from memory and with the crowd joining hands and singing “We Shall Overcome.”
Last weekend, I had the pleasure of attending and speaking at the NYSPTA Annual Convention. Regent Collins also attended the convention and participated in the Diversity, Inclusion and Equity Caucus. I want to thank Kyle Belokopitsky, Executive Director at the NYSPTA, and her team for organizing and hosting the convention, which included many important discussions. As Commissioner of Education, I strive to stay connected to those closest to our students: their parents and families. I admire and appreciate the work you do to ensure a high-quality education for all our students.
Last week, the New York State Museum opened a new exhibition, Votes for Women: Celebrating New York’s Suffrage Centennial . On display through May 13, 2018, the exhibition honors the centennial of women’s suffrage in New York State and raises awareness of the struggle for equal rights through the present day. The exhibition features more than 250 artifacts and images from the collections of the State Museum, State Archives, State Library, cultural institutions, and private lenders from across the state.
It’s important for everyone – especially our students – to fully understand this pivotal moment in our history. The women’s suffrage movement in New York isn’t just about the struggle for women’s rights; it also teaches us about cultural heritage, activism, democracy, and the struggle for equal rights for all. It’s up to us to inspire the next generation and show our children that they too can raise their voices and achieve great things. If you can, I encourage you to visit the State Museum with your children and see this exhibition.
In addition to exposing your children to educational experiences at the State Museum or other cultural institutions, you might also be helping them navigate the college application and admission process! If you have a student enrolling in college for the spring semester, Governor Cuomo announced that the Excelsior Scholarship application has reopened for students attending college this spring. The application is open through December 4 for students to attend SUNY or CUNY tuition free.
This week, NYSED announced that seven New York State mathematics and science teachers are state-level finalists for the 2016-17 Presidential Awards for Excellence in Mathematics and Science Teaching (PAEMST) at the secondary level (grades 7-12). The PAEMST is one of the highest honors in the nation for teachers of mathematics and science. The award recognizes outstanding teaching and leadership in science and mathematics education. The teachers being recognized here have become masters of their craft, and our students are lucky to have them and all the other teachers who do an outstanding job every day in our classrooms. For more information and the list of finalists, see our PAEMST news release .
NYSED also recently announced that more than 95 percent of schools in receivership made demonstrable improvement in the 2016-17 school year. A total of 61 of 63 schools in receivership showed progress on performance indicators jointly selected by NYSED and the districts in which the schools are located. The two schools that did not make demonstrable improvement will now be placed under an independent receiver.
I have visited many of the schools in receivership, and I am seeing schools tackle their issues in new and positive ways, which is encouraging. At the same time, much work remains to be done in many of these schools to provide an even greater focus with more intensive interventions to ensure that progress in these schools accelerates and they improve their outcomes for students.
Finally, next week is American Education Week, a great opportunity to celebrate public education. As part of American Education Week, November 14 is Parents Day, and NYSED will join in the celebration by launching a campaign on social media. Be sure to follow NYSED on Twitter and Facebook to check out some ideas and tips for parents to help support your children in school.
Thank you for all you do to support strong family and community involvement in our schools. We have made it easier to subscribe to our parent email list, so please spread the word in your communities and help us all stay connected!
More than a month after the 
By LaMont Jones, Diverse Education
