NY Education

RFP Posted: Assessment of Homeless ...

RFP Posted: Assessment of Homeless Education Programming for McKinney-Vento Grantee Districts

The New York State Education Department (NYSED) is seeking proposals to design and conduct a statewide assessment of homeless education programs supported by McKinney-Vento grant funding. The study will focus on promising features of program implementation at the LEA level; outcomes for students experiencing homelessness; and academic and social-emotional program supports and resources provided by NYSED’s Homeless Education current technical assistance vendor, NYS-TEACHS.
News and Notes: New Professional De...

News and Notes: New Professional Development Materials

News and Notes: New Professional Development Materials
Funding Opportunity: 2014-15 Title ...

Funding Opportunity: 2014-15 Title I School Improvement Section 1003(a) - Basic School Improvement Grant Application

Section 1003(a) of the Elementary and Secondary Education Act (ESEA) requires that State Education Agencies allocate funds to Local Education Agencies (LEAs) for Title I Priority and Focus Schools to meet the progress goals in their District Comprehensive Improvement Plan and School Comprehensive Education Plan(s) (DCIP/SCEP) and thereby improve student performance. These funds are to be used to support implementation of school improvement activities identified through the Diagnostic Tool for School and District Effectiveness (DTSDE) reviews or a school review with district oversight and included in the DCIP/SCEP.
RFP Posted: Special Education Media...

RFP Posted: Special Education Mediation Technical Assistance Center

The New York State Education Department (NYSED) P-12 Office of Special Education is seeking proposals to provide annual training to approximately 125 individuals who serve as New York State special education mediators, promote the use of special education mediation, provide reimbursement of mediation administrative costs to the State’s twenty one (21) Community Dispute Resolution Centers (CDRCs) and to collect and report data on the number and type of special education mediation sessions conducted throughout the State. NYSED seeks applicants for mediation training (Part I) with documented experience and expertise in alternative dispute resolution processes in special education and for data collection (Part II) with demonstrated experience in the collection and reporting of statewide data.
RFP Posted: State Performance Plan ...

RFP Posted: State Performance Plan Indicator 8; Parent Survey for Special Education Consumer Satisfaction

The New York State Education Department (NYSED) Office of Special Education is seeking proposals for the distribution, collection and analysis of a parent survey relating to special education.
RFP Posted: Evaluation of Categoric...

RFP Posted: Evaluation of Categorical Bilingual Education Programs

The New York State Education Department (NYSED) is seeking proposals to design, develop, and conduct evaluations of all Categorical Bilingual Education Programs funded by New York State and managed by the Office of Bilingual Education and Foreign Language Studies (OBE-FLS). The selected vendor will design and develop protocols to assess implementation and effectiveness of all programs. Due to the variety of goals and objectives of each program to be evaluated, in addition to protocols that can be used for all programs (demographic data, evaluation elements that are common to all programs, etc.), each program is likely to also require evaluation components that are specific to that program’s evaluation (See Attachment C).

InsidehigherEd

Essay on preparing for an non-acade...

Essay on preparing for an non-academic job search

What do you do after making the difficult decision to seek a non-academic career? Maggie Gover outlines some first steps.

 

How professors can constructively c...

How professors can constructively communicate with each other -- and not (essay)

Don't assume what your colleague is thinking -- in-person discussion can avoid misunderstanding and build constructive relationships, writes John P. Frazee.

Introduction of new career advice c...

Introduction of new career advice column for minority academics

Kerry Ann Rockquemore answers the questions she most often receives from minority scholars launching their careers.

Essay on writing the introductory e...

Essay on writing the introductory email

Paula Wishart offers advice on how to increase your response rate.

Faculty job searches at most colleg...

Faculty job searches at most colleges should focus on teaching ability (essay)

Most job advertisements in the humanities and social sciences make the bad mistake of positioning tenure-track search committees to learn much more about applicants? research than their teaching.

Faculty job searches at most colleg...

Faculty job searches at most colleges should focus on teaching ability (essay)

Most job advertisements in the humanities and social sciences make the bad mistake of positioning tenure-track search committees to learn much more about applicants? research than their teaching.

BBC News Education

Government publishes British Values

Government publishes British Values

Schools in England must ensure pupils have respect and tolerance for all faiths, races and cultures, says new government guidance on British values.
Search for teachers 'may go abroad'

Search for teachers 'may go abroad'

A continuing teacher recruitment shortage may prompt schools to look abroad for new teachers, experts say.
CofE schools chief's terror law fea...

CofE schools chief's terror law fear

Plans that require schools to help prevent pupils becoming radicalised place too much of a burden on education regulator Ofsted, the chief Church of England education officer says.
Adoption row council 'was biased'

Adoption row council 'was biased'

A couple say a local authority set out to adopt their grandson despite the fact they wanted to care for him and his elder brother.
Free school breakfasts 'must change...

Free school breakfasts 'must change'

A third of Welsh children are not receiving free breakfasts in school and changes are needed, the Conservatives say.
School criticised for poor diversit...

School criticised for poor diversity

A Lincolnshire school is told it cannot be rated as 'outstanding' by Ofsted because pupils need more awareness of other British cultures.

US Govt Dept of Education

U.S. Education Department Reaches A...

U.S. Education Department Reaches Agreement with Texas' Harmony Public Schools to Ensure Equal Access for English Language Learner Students and Students with Disabilities

The U.S. Department of Education's Office for Civil Rights (OCR) announced today that it has entered into a resolution agreement with Harmony Public Schools in Texas, to ensure compliance by its charter schools with federal civil rights laws prohibiting discrimination on the basis of race, national origin and disability.
Know It 2 Own It: Students Reflect ...

Know It 2 Own It: Students Reflect in a Time of Thanksgiving

With Thanksgiving around the corner, people across the country will be reflecting on the things they are most grateful for. During this time, the Office of Special Education and Rehabilitative Services at the U.S. Department of Education would like to recognize and express gratitude to the teachers, parents, coaches, mentors, and others who have made a difference.
U.S. Department of Education Propos...

U.S. Department of Education Proposes Plan to Strengthen Teacher Preparation

The U.S. Department of Education today announced proposed regulations that help ensure teacher training programs are preparing educators who are ready to succeed in the classroom.
U.S. Department of Education Approv...

U.S. Department of Education Approves NCLB Flexibility Extension Request for Oklahoma

The U.S. Department of Education announced today that it is reinstating Oklahoma’s authority to implement flexibility from certain provisions of the Elementary and Secondary Education Act (ESEA), also known as No Child Left Behind, through the end of the 2014-15 school year.
Remarks by Secretary Duncan at Nati...

Remarks by Secretary Duncan at National Assessment Governing Board Swearing-in Ceremony

Secretary Arne Duncan challenged the National Assessment Governing Board to help move the nation toward "Assessment 3.0."
Ensuring a Global Education for All...

Ensuring a Global Education for All Students

Our world has never been more interconnected or interdependent. We?re all global ?neighbors,? and each of us can make a commitment to understanding each other and working together.

Yahoo

Immigrants' chances tied to their s...

Immigrants' chances tied to their state's policies

FILE - In this June 24, 2014, file photo, community organizers Lucia Lin, left, and Carlos Amador join about 100 people during a California Department of Motor Vehicles hearing in downtown Los Angeles held to take public comments on proposed rules by which immigrants in the country illegally may obtain driver's licenses. In January, California joins nine other states in allowing immigrants who can?t prove they?re in the U.S legally to get a driver?s license. (AP Photo/Damian Dovarganes, File)PHOENIX (AP) ? If Christian Avila lived a few hundred miles to the west, he would have a driver's license and qualify for in-state college tuition and a host of other opportunities available to young people granted legal status by President Barack Obama two years ago.

The Number of Charter Schools Suspe...

The Number of Charter Schools Suspending Kids Is Totally out of Control

Created as a creative and more rigorous alternative, charter schools tend to outpace traditional public schools in most areas, including on standardized assessment tests. Yet charter schools also lead their traditional counterparts in a more disturbing trend: the number of students who are suspended or expelled each year.
Iran parliament ends standoff with ...

Iran parliament ends standoff with Rouhani, approves higher education minister

By Michelle Moghtader DUBAI (Reuters) - Iran's parliament voted on Wednesday to approve President Hassan Rouhani's fifth candidate to head the higher education ministry, ending an ideological tussle over a cabinet post important to his pledge to liberalize life in the Islamic Republic. Mohammad Farhadi, a centrist who held senior positions in a previous reformist administration, secured a 197-28 vote of confidence with 10 abstentions in the conservative-dominated Majlis (parliament). ...
Top Colleges for Internship, Co-Op ...

Top Colleges for Internship, Co-Op Programs

Find Schools With a Focus on Career Preparation
Florida police arrest students in a...

Florida police arrest students in alleged prostitution ring

By Barbara Liston ORLANDO, Fla. (Reuters) - A Florida prostitution ring allegedly run by high school students who tried to recruit classmates with the promise of $40 and liquor was broken up after a second teenager was arrested in the underage sex scheme, police said on Tuesday. One girl was sexually assaulted in the ploy, which came to light after four others told high school administrators that they were approached to join, according to police in Venice, on Florida's west coast. Police charged a 15-year-old boy at Venice High School with human trafficking on Tuesday. ...
2 teens die after carbon monoxide l...

2 teens die after carbon monoxide leaks into car

2 teens die after carbon monoxide leaks into carTwo local high school students are dead after, police say, carbon monoxide leaked into their car.

Independent

Ministers warned of crisis in teach...

Ministers warned of crisis in teacher recruitment

Education experts last night warned of a looming teacher shortage crisis after official figures showed that the Government had missed its recruitment targets in key subjects for three years in a row.

Green Party wants corporate tax to ...

Green Party wants corporate tax to fund universities

Natalie Bennett, leader of the Green Party, has set out proposals to pay for higher education with enforced taxation on multinational companies.

Exam pressure is driving more teens...

Exam pressure is driving more teens to eating disorders and self-harm

Growing numbers of teenagers are suffering from eating disorders and self-harm due to the pressure of exams, leading child psychologist Professor Tanya Byron has said.

Majority of state schools will be f...

Majority of state schools will be forced to make cuts next year

The majority of state schools will be forced to cut their budgets next year despite a Coalition Government promise to maintain spending on education, says a report out today.

Head of Tristram Hunt?s old school ...

Head of Tristram Hunt?s old school accuses him of ?offensive bigotry?

The headmaster of Tristram Hunt?s old school last night accused the shadow Education Secretary of indulging in ?offensive bigotry? against the independent sector.

Private schools would have to do mo...

Private schools would have to do more for state school children or lose charity tax breaks, Labour warns

British private schools are perpetuating divisions that ?corrode society? and ?damage the economy?, the shadow education secretary Tristram Hunt has said, warning that such schools that fail to do more to help children from the state sector could stand to lose millions of pounds in tax breaks under a Labour government.

Education Week

After-school programs give youth ed...

After-school programs give youth educational boost

New Mexico to get preferential trea...

New Mexico to get preferential treatment on waiver

Tweaks to health program will cost ...

Tweaks to health program will cost state, schools

California charter school enrollmen...

California charter school enrollment soars again

Va. education board sets history he...

Va. education board sets history hearings

Ed Dept. seek to improve teacher pr...

Ed Dept. seek to improve teacher prep programs

Educause

The Role of Campus Leadership in En...

The Role of Campus Leadership in Ensuring IT Accessibility

“Everyone should have an opportunity to participate in higher education.”

With those words, Michael K. Young, President of the University of Washington, opens a new video from his institution’s AccessComputing Project, IT Accessibility: What Campus Leaders Have to Say. Developed with support from the National Science Foundation, this video presents university presidents, chief information officers, and other higher education leaders who stress the importance to higher education of accessibility for persons with disabilities, and of having campus technology environments that support it.

read more

The Game is Changing. What Will Be ...

The Game is Changing. What Will Be Expected of You?

“When we were doing our studies for the National Academies, the typical first response of university presidents or CFOs or provosts was to say: ‘I understand things are changing very rapidly, but I'll ask my CIO to take care of it. The CIO usually can.’ We would then ask: ‘Suppose you wake up in the morning and come in to your office and nothing works anymore. You can't access e-mail. All of your course systems have collapsed. Who fixes the problem?’ They begin to scratch their heads, and pretty soon it's like the five phases of grief. They start off with denial and anger, move through bargaining and depression, and finally reach acceptance.” — James J. Duderstadt, Change and the Research University

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The Top-Ten IT Issues, 2012

The Top-Ten IT Issues, 2012

EDUCAUSE Top 10 IT Issues, 2012

The EDUCAUSE annual publication of top IT issues has long resonated as a yearly snapshot of the most pressing issues for IT leaders in higher education. At the top of list for 2012:

Updating IT professionals’ skills and roles to accommodate emerging technologies and changing IT management and service delivery models Supporting the trends toward IT consumerization and bring-your-own device Developing an institution-wide cloud strategy

 

Below are the EDUCAUSE Review article summarizing the IT Issues Panel's findings for 2012 and accompanying resources.

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Tune In June 5 -- Rolling Out a BYO...

Tune In June 5 -- Rolling Out a BYOD (Bring Your Own Device) Program

This free hour-long session, “Rolling Out a BYOD (Bring Your Own Device) Program,” will offer ideas, sample policy statements and guidelines, and lessons learned for campuses interested in implementing a BYOD strategy for mobile devices on campus.

Those unable to attend may wish to visit the archives after the event or browse related resources.

Interact on Twitter at #EDULive.

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Get Involved with EDUCAUSE -- Volun...

Get Involved with EDUCAUSE -- Volunteer Submissions Are Due June 1

As someone who has a vested interest in higher education IT, you are part of a dynamic and close-knit community where we share new ideas, network with peers, and work toward the common good of the profession.

EDUCAUSE provides opportunities to be an active member by volunteering in a variety of roles, either short- or long-term, throughout the year. These opportunities include:

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Is Agile the Future of Project Mana...

Is Agile the Future of Project Management?

Gartner predicts that by the end of 2012, agile development methods will be used on 80 percent of all software development projects. Project Management Institute’s research shows that agile project management tripled from December 2008 to May 2011, and can help decrease product defects, improve team productivity, and increase business value.

Read the latest article release on agile project management from the Project Management Institute.

To help you apply project management processes at your organization, EDUCAUSE members have access to a selection of professional development resources:

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Huffingtonpost.com

School Technology: Important for Te...

School Technology: Important for Teaching, Learning

As school districts work to prepare students for careers, education and life beyond high school, teaching and using technology in schools has become increasingly important. This doesn't mean simply purchasing and using new devices in school. For example, it can also mean sending "literacy texts" to parents with tips about reading. Regardless of how we do it, our obligation as educators is to determine what uses of technology work best to meet educational goals for students. Here in New York, we now have an important opportunity to fund education technology initiatives through a $2 billion bond, the Smart Schools Bond Act, approved by voters on November 4. Broadly, the funds must be used for plans submitted by districts and approved by the state, for equipment such as whiteboards and computers; Internet connectivity; high-tech security; or facility renovations for prekindergarten programs. In my own district, the City School District of New Rochelle, our expected funding is just over $3.5 million. Even prior to the bond's passage, we have been working to meaningfully address technology issues this fall, most notably at our first district-wide digital media summit October 23. As New York's 11th largest school district, we offered free technology education focusing on the social/emotional/educational landscape of children's digital lives to all parents of the district's 11,000 students, K-12. The evening was highlighted by an in-depth, interactive presentation, a student performance, and expert panel discussion featuring special guests, including "America's Psychologist" Dr. Jeff Gardere, KidzVuz Co-Founder Ms. Nancy Friedman and moderator Mr. Mike Gilliam, FiOS1 News Anchor. To be sure, we will also continue to embrace the opportunity to provide more specific technology lessons to students and additional training for teachers in using technology as part of everyday instruction. Significantly, both of these components also require the presence of an up-to-date technology infrastructure, one of the needs the bond funds are meant to address. Our challenge and opportunity is not unique, as school districts across our country are faced with the need to upgrade technology infrastructure as they simultaneously work to teach students the latest technology information and best incorporate technology into daily learning. As an example, the Common Core English Language Arts standards, adopted by 43 states and the District of Columbia, state that students must learn to "use technology, including the Internet, to produce and publish writing and to interact and collaborate with others." And just because you've included technology teaching and learning within a district's curriculum doesn't necessarily mean you've finished the job. In 13 states, including New York, online Common Core Standards assessments in a variety of subjects will be required beginning in spring 2015. Districts in these states, which are participating in the Partnership for Assessment of Readiness for College and Careers (PARCC), are gearing up to meet all of the associated technology infrastructure requirements for testing. Clearly, no matter where you live, educators must recognize that teaching and using technology in schools doesn't mean merely hiring and/or training teachers to do so. It involves deciding upon and then implementing: 1. What to teach at each grade level; 2. What learning standards must be met and how students will be assessed; 3. How to find funding to invest in teacher training and the necessary physical technology infrastructure; 4. How to effectively integrate technology as part of teaching and learning in all subjects. School districts nationwide are working to meet these challenges. Our students deserve nothing less than to be as well prepared for the future as we can make them. As the late writer, professor and management consultant Peter Drucker stated, "Since we live in an age of innovation, a practical education must prepare a man for work that does not yet exist and cannot yet be clearly defined."
Bleak Friday

Bleak Friday

Political economist Gordon Lafer offers some "Bleak Friday" predictions about the corporate agenda for public education... Berkshire: Now I know Black Friday is usually thought of as a day for bargain hunters to mob Walmart stores and their minimum-wage-ish associates, but can I just point out that by swelling the Walton family coffers, these shoppers are actually helping to create more opportunities for low-income youth? Wait -- why are you laughing? Gordon Lafer: Because it's preposterous -- you can't be an adult and say that with a straight face. First of all, the thing that correlates most clearly with educational performance in every study is poverty. So when you look at the agenda of the biggest and richest corporate lobbies in the country, it's impossible to conclude that they want to see the full flowering of the potential of each little kid in poor cities. To say "I want to cut the minimum wage, I want to prevent cities from passing laws raising wages or requiring sick time, I want to cut food stamps, I want to cut the earned income tax credit, I want to cut home heating assistance. Oh but, by the way, I'm really concerned about the quality of education that poor kids are getting" -- it's just not credible. You're creating the problem that you now claim to want to solve. Berkshire: I don't know if it's a tryptophan hangover, but I feel very confused about something. There's a long tradition of big corporations in the U.S. trying to reshape public education in an effort to mold their future workers. Think Carnegie, J.P. Morgan, Rockefeller. But does Walmart need vast numbers of college grads? Educate me. Lafer: Walmart has no trouble filling positions and operating with very high turnover because what's demanded of people who work there is so little. They're certainly not asking "where are we going to find more people who can do algebra and craft well-written paragraphs?" In fact, the big problem with the "send every kid to college" argument is that there aren't jobs for these kids after they graduate. You cannot find an economist who predicts that more than one-third of jobs in the U.S. are going to require a college degree in our lifetime. The real question is not how can everybody be a college graduate, but how can people make a decent living. And here is where you see that the same corporate lobbies that are pushing education reform are doing everything possible to make that harder. Berkshire: I think when we talk about a "corporate agenda" the reaction is often "oh, there they go again with their leftist crazy talk." But your academic research involves looking at the confluence of law and policy across the country, and you've picked up on what seem to be some definite patterns. What do you see? Lafer: I worked for the House Education and the Workforce Committee in Washington in 2009-2010 and then came back to my academic job in 2011, which coincided with a huge wave of cutbacks in public services around the country. I started doing these overviews of what's happening in all 50 states, because that's really where you start to see the corporate agenda emerging. One of the things that I saw was that the deepest cuts didn't correspond to where the budget deficits were the worst. It's easy to write a law to say, for example, that we're going to kick 100,000 kids out of Pre-K, like Texas did, but have some trigger for restoring it when state revenues bounce back or unemployment drops. But nobody did that. In fact, a number of states passed or tried to pass things to make those cuts permanent. What this basically says is "let's take the harshest cuts that had to be made because of the worst recession in 70 years and lock them in." So Texas, you'll never get those Pre-K slots back. Or look at Ohio, which eliminated full-day kindergarten and in the same year, voted to phase out the inheritance tax, which only ever effected the richest people in the state. That's another way of saying that putting more money in the pockets of the richest people in the state is so important to us that we're willing to pay for it by having half-day instead of full day kindergarten for five year olds. So I started looking at these intentional cutbacks in public services and thinking about what they mean, and how all of this fits together. Berkshire: Wow -- these are exactly the questions that keep me awake in the middle of the night: What does it all mean and how does it all fit together? Needless to say I usually fall asleep before I solve the puzzle. I'm curious to hear your take, but please don't make the analysis so grim that I never sleep again. Lafer: I think the direction that the most powerful forces in the country are pushing is a bleak and frankly scary one -- that at some level they want us to forget the idea of having a right to a decent public education, which is one of the last remaining entitlements, and make it more like health care, which is increasingly seen as a privilege. What's being done to schooling is, I think, devastating on its merits. It has ideological implications for lowering expectations for what you have a right to as a citizen or a resident. And it raises big, profound questions: How does your experience in school affect, not just your skill set for employment, but your sense of yourself as a person and what you think you deserve from life? I think that for the real one percent, the big political challenge is how do we pursue a policy agenda that makes the country ever more unequal and that makes life harder for the vast majority of people without provoking a populist backlash. One of the ways of doing that is by lowering people's expectations, and one of the key places to do that is in the school system. Berkshire: I've always thought sleep was overrated anyway... Since we're already in a dark place, let's just forge on, shall we? I can't help but note that some of our reformiest states also seem to be on the cutting edge of trying to shape and limit the content of what kids are taught. Take Jefferson County, Colorado, for example, where school board members proposed a curriculum intended to promote "respect for authority." Do you see any connection? Lafer: I don't think it's a coincidence. You have Florida which passed a law that history has to be taught as fact and not interpreted or contested and one of the facts is the value of the free enterprise system. Or take Arizona, which has one of the highest percentages of kids in charter schools, where officials got rid of Chicano studies and passed a law which says basically that you can't have a class that teaches resentment of one group of people, by which they meant the white ruling class. There's Indiana where Mitch Daniels personally intervened in an effort to keep teacher preparation programs from teaching Howard Zinn's People's History of the United States. A lot of this is very local, which is to say that there's not some smoke-filled room where powerful people meet to plan all of this. But let's just say that the last thing that the Walton family wants is for kids in poor cities to be going to, say, the Highlander Center and getting education about the power of collective action or how the civil rights movement started. Berkshire: I don't know how much more of this I can take! Anything more positive you can send me back to the wassail bowl with? Lafer: When people have a chance to vote on specific issues there seems to be very broad support for a better version of education, and I think that's really hopeful. The best example of this is the 2010 vote in Florida on class size. Florida has class size caps written into its constitution. In 2010 the legislature wanted to raise the cap, but because it's in the constitution it had to go to the voters. The voters voted 57% against raising the cap during a Tea Party wave election. I tried to do the math to calculate just how many people must have voted for Rick Scott and various conservative legislators, but also voted against raising the cap on class size and I figured that there were about 200,000 people who went to the polls thinking something like: "I hate Democrats, I hate government, I hate taxes, I hate unions, but I want my kids in small classes." I think the corporate education agenda is broadly really unpopular, and all parent want roughly the same thing. All parents want their child to be taught small classes by a mature adult who will get to know their kid as a person, and understand their strengths and weaknesses and how they need to be supported. And that's all the more true in poor cities than in wealthier places. I think most parents want their kids to have a broader education than just math and English and they certainly want them to be taught by people and not just a computer program. You know, despite all the things we've talked about, there's tremendous public support for decent education. That gives me hope. Gordon Lafer is a political economist and is an Associate Professor at the University of Oregon's Labor Education and Research Center. Send comments and rosy predictions to tips@edushyster.com.
A Letter to High School Seniors of ...

A Letter to High School Seniors of Color

Dear Student, As you work arduously to submit college applications or even consider the possibility of higher education, I am sure you are aware of the racial uproar -- as a result of an unjust decision to let a White police officer, who killed an unarmed 18-year-old Black male, off the hook -- reverberating across our nation. As I woke up the morning after the decision was made, I found my Facebook page filled with posts from friends and colleagues expressing their utter disbelief and anger -- the Ferguson event is illustrative of the fact that equality has not been reached because our nation is not configured to embrace a reality in which "Black Lives Matter." I share this with you not so as to scare you, but to inspire you to push forward. Here's the thing: racial injustice will continue to occur unless our nation makes significant changes to the laws and policies that disproportionately penalize people of color. One way that you can fight for a better reality is to earn a college degree. Simply put: knowledge is power. Opportunity -- jobs, graduate education, and positions of leadership and power, to name a few -- in this country is really reserved for those with a college degree. A degree can enhance your professional presence and voice and your access to spaces and people who will listen to you. I need you to not only attend college, but to graduate so that you can take advantage of these opportunities that will position you to enact change in our country. Consider these facts: +68 percent of baccalaureate degrees in 2012 were awarded to White students +95 percent of Fortune 500 CEOs are White +82 percent of Congress are White Your decision to attend college represents a chance for you to make a mark on this world -- to drastically alter our nation's landscape that is currently doing very little to support racial equality. In the words of a dear friend and colleague, Felecia Commodore, "Education is rebellion." When life gets tough, and in college, it certainly will, remember that individuals and communities -- many of them without the privilege of earning a higher education- -a re counting on you to succeed so that your perspectives and opinions can tear at the blindfold of Lady Justice and bring to light a reality where the lives of our brothers and sisters are truly valued. In solidarity, Thai-Huy Nguyen
Here's What These High School Stude...

Here's What These High School Students Had To Say About Events In Ferguson

The day after a grand jury decided not to indict Ferguson Police Officer Darren Wilson for the killing of 18-year-old Michael Brown, Minnesota high school teacher Tom Rademacher expected to "check in with kids at least a little bit about their reactions." However, when he arrived in school Tuesday of this week, he found the events in Ferguson, Missouri, were the only topic students wanted to talk about. "In every class it became a really extensive thing, and took up the whole hour every hour all day long," Rademacher, who was previously named the 2014 Minnesota Teacher of the Year, told The Huffington Post. Rademacher, who teaches English at a school composed primarily of students of color, wrote down his students' reactions to the events, and later tweeted the students' remarks with the hashtag #FergusonInClass. He said many of his students identified with Brown, who had just finished high school at the time of his death and was unarmed. "In almost every class, the conversation turned very, very quickly away from the specifics of the Ferguson case and toward how much of this is reflected in their reality and their day-to-day lives and stuff they had seen and experienced -- a lot of students commenting that this could so easily be them or their little brother or sister," said Rademacher. Overall, though, Rademacher says, his students' sentiments did not reflect anger -- unlike many of the reactions he has heard outside his classroom. "I heard a lot of pain and I heard a lot of hope and a lot of hopelessness actually. Sometimes from the same kid at the same time," said Rademacher. "But I didn't hear a lot of anger." Below is a compilation of tweets documenting what some of Rademacher's students said regarding Ferguson:

On a walk through the cafeteria this morning, eight students stopped to ask if we could talk Ferguson in class today. Kids are hurting.

-- Tom Rademacher (@MrTomRad) November 25, 2014

"There's some times that rioting is the only way to get your voice heard" #FergusonInClass

-- Tom Rademacher (@MrTomRad) November 25, 2014

"We're angry, because in a few years, this is the world that we will be a part of" #FergunsonInClass

-- Tom Rademacher (@MrTomRad) November 25, 2014

"The sad thing about change in this country is it doesn't happen until it hits the old, rich, white men." #FergusonInClass

-- Tom Rademacher (@MrTomRad) November 25, 2014

"The definition of white privilege is you get to look away from this, and I have to live it." #FergusonInClass

-- Tom Rademacher (@MrTomRad) November 25, 2014

"When I walk past a policeman, I don't feel protected." #FergusonInClass

-- Tom Rademacher (@MrTomRad) November 25, 2014

"It doesn't matter, we're never going to get the respect we lost during slavery." #FergusonInClass

-- Tom Rademacher (@MrTomRad) November 25, 2014

"People are more upset about the burning of cloth than about black lives." #FergusonInClass

-- Tom Rademacher (@MrTomRad) November 25, 2014

"I've been pulled over 4 Times in 3 months, every time searched for drugs. Last time there was four cops and a dog. " #FergusoninClass

-- Tom Rademacher (@MrTomRad) November 25, 2014

"I think it's interesting that we talk about racism as in the past, when it is really right now" #FergusonInClass

-- Tom Rademacher (@MrTomRad) November 25, 2014

"I shouldn't have been smoking pot, but the dude took it and tried to put it out on my forehead." #FergusonInClass

-- Tom Rademacher (@MrTomRad) November 25, 2014

"There's great white police officers getting buried under the stories of bad ones." #FergusonInClass

-- Tom Rademacher (@MrTomRad) November 25, 2014

"Last night, I watched my Grandmother in tears." #FergusonInClass

-- Tom Rademacher (@MrTomRad) November 25, 2014

"We were just having the same conversation about Trayvon Martin.. the same conversation about Oscar Grant." #FergusonInClass

-- Tom Rademacher (@MrTomRad) November 25, 2014

"Every time I'm around a white person I don't know, I make myself uncomfortable so they can be comfortable" #FergusonInClass

-- Tom Rademacher (@MrTomRad) November 25, 2014

"I laugh a lot, but in public, I minimize myself" #FergusonInClass

-- Tom Rademacher (@MrTomRad) November 25, 2014 More On Ferguson From HuffPost: Photographic Evidence Reveals | 'First Year Law Student Could Have Done Better Job' | 61 Arrested | Ferguson Smolders After Night Of Fires | Protest Locations | Americans Deeply Divided | Police Chief: 'Worse Than The Worst Night We Had In August' | What You Can Do | Darren Wilson Interview | Darren Wilson Could Still Face Consequences | Timeline | Students Protest | Photos Of Darren Wilson's Injuries Released | Shooting Witness Admitted Racism In Journal | Peaceful Responses Show The U.S. At Its Best | Reactions To Ferguson Decision | Prosecutor Gives Bizarre Press Conference | Notable Black Figures React | Jury Witness: 'By The Time I Saw His Hands In The Air, He Got Shot' | Thousands Protest Nationwide |
The Real Reason Girls Don't Like to...

The Real Reason Girls Don't Like to Code

image I recently sat down for a visit with friend who is running a program focused on STEM, and his insights into the boy/girl ratio were discouraging. "We offer coding camps and courses and work hard to get the word out to everyone. We send invitations to all of the girl-focused organizations. But last time, we only had one girl show up.  This time? None." A study released by Google indicated that when girls aren't familiar with technology, they view STEM as hard, difficult and boring. But here's the thing: I honestly don't believe that girls are turned off by STEM because it's hard or simply because girls think they're bad at math. Girls aren't wimps or wilting flowers; they don't shrink from challenges just because something isn't a strength. When girls are inspired, when they believe the payoff is worth the risk, discomfort, fear or effort, they can be unrelenting in the pursuit of a goal. Self-doubt doesn't stop a girl when she wants something bad enough. The problem isn't that girls don't think they can code; the problem is that they don't want to code badly enough to get past any of their doubts or weaknesses. If you think about it, why shouldn't girls be turned off? Think of what we see in movies, television -- or in the news. The entertainment industry rarely portrays "tech" characters with anyone young girls easily identity with; far too often those characters are either bad boy bro-culture or awkward misfits -- neither of which are stereotypes that inspire girls to imagine themselves enjoying a career spent coding. And if you read tech news at all, you know how often it is filled with stories of badly behaving executives, unequal pay for women, and limited opportunities for funding for women in tech. We, as a culture, really aren't doing a very good job of selling tech to girls. If we are going to get more girls into STEM and have them like it, I firmly believe we need to change the "why" of these programs and events. Consider that have girls have flocked to Girl Scouts for over a century, in large part, because Girl Scouts play to girls' natural strengths of leadership and social problem-solving. We need to stop telling an entire gender they need to embrace STEM because it's good for their brain or if they don't, boys will get all the good, high-paying jobs. It's not working, and I'm kind of glad, because it means girls aren't buying the logic that they need to do something just because boys do. We need to play to girls' strengths and invite them to participate in projects that create solutions for social issues or problems that they care about -- and then offer accessible tech which empowers girls to stop thinking about doing STEM and just use the technology, developing skills along the way as a means to an end. When STEM is simply a set of skills and tools to help solve problems we care about, it takes the scary out of tech. Besides, girls most definitely embrace tech -- think of the evolution of selfies since the introduction of camera phones, of Instagram videos and photos with powerful storytelling in the unique framing and juxtaposition of images, and even the storyboarding on Pinterest -- all predominantly female audiences using tech as the background for their creative expression. image Our team at APPCityLife recently flew out to California as a technical sponsor for a local weekend challenge focused on solving congestion problems. When I asked one of the attendees, what motivated her and her companion to come to the event, she said, "We don't either one of us know how to develop apps, so we just showed up hoping someone else here would like our idea enough to take it for their own project and run with it." I should add that she told me this as she stood next to me moments after she and her team were named the winners. She stood there smiling at her other two team members, shaking her head in dismay. "We won. We won," she said. She paused and then said again, "We won!" Imagine that. Imagine waking up early on a rainy Saturday morning to attend a local hackathon -- and being willing to do that without any hope of participating in any meaningful way beyond attempting to convince someone else with the right skills to take your idea and run with it. But when she and her companion heard the announcement that our platform was available to attendees, they wanted to learn more. We initially developed our platform for our own needs of robust app development and management, but its user-friendly interface makes it more easily accessible for those without prior coding experience. The need for such a gateway platform in the civic space inspired us to begin opening it up to the public through events like that weekend's hackathon. The couple attended our brief bootcamp and eventually teamed up with another attendee. For the rest of the weekend, the three worked under the mentoring of our team to build out their prototype mobile application and test the viability of the original ideas of a woman who believed her solution could improve the experience of riders while helping stimulate the local economy. She showed up with an idea and left with the understanding that she didn't have to give her idea away to someone else with the right skills; she and her team could own it themselves and create their own solution. It has been one of my proudest moments in my company when we were able to celebrate the success of her team. It was something to realize we were able to offer a portal into this incredibly rich world of tech, and our team of mentors made that experience a positive, rewarding one. The response since the hackathon has been more than I expected. I was happy with an early win and validation, but I wasn't expecting what followed. Invitations are starting to roll in for our team to bring our platform to civic and tech events across the U.S as well as Mexico City. We've entered very early conversations with a few educational institutions about launching gateway STEM programs. And we have already forged exciting new partnerships with inspiring groups like the Geek Girls Club of the YWCA of the City of New York, which, by the way, is also the oldest women's organization in the U.S.. In fact, our team will host our first bootcamp of the year this coming January in the heart of New York City for high school girls who are actively exploring this rich, exciting world of STEM, whether by traditional means or something else in-between. The demand is high and growing rapidly. We're a small startup, but we've already imagined great things that we simply got busy and made happen. I am committed to push forward with one of our more lofty goals -- to empower those who have had little or no access or enough valid reasons to enter the world of STEM. I am hoping others will be inspired by our early wins -- like when our civic bootcamp ended up with over 50 percent women in attendance -- and that others will be inspired to support and join our efforts so we can begin to change the "why" for more girls and help shift the metrics just a bit more every time in the right direction. Together, I firmly believe that we erase the real and imagined barriers into tech by creating easier access to gateway platforms which lower the barrier of entry for so many groups who have believed themselves a poor fit for whatever reason within this world of STEM. That's a pretty powerful "why", don't you think?
You Probably Learned A Glossed-Over...

You Probably Learned A Glossed-Over Version Of Native American History In School, Research Says

Even as families around the country prepare to celebrate Thanksgiving -- a holiday based around supposed good relations between New England settlers and a Native American tribe -- new research reveals the extent to which Native American history is largely left out of American classrooms. While she was a doctoral student, Sarah Shear, now an assistant professor of social studies education at Pennsylvania State University in Altoona, studied how the histories of indigenous peoples are explained in schools. In comparing the academic curriculum history standards for all 50 states plus the District of Columbia, Shear found that most states portrayed a glossed-over version of Native American history. Shear decided to conduct her research, which will be published soon in the Theory & Research in Social Education, after teaching a class of undergraduate students studying education at the University of Missouri and realizing they knew relatively little about the histories of indigenous peoples. "I gave a class about indigenous stereotyping. Some students looked perplexed and asked the basic questions: How many indigenous peoples are still alive, what is a reservation, do indigenous people still live on reservations?" Shear said over the phone. "I wanted to take a step back and, as a former public school social studies teacher, I wanted to see what was going on." Shear's research looked at state history standards available in the 2011-2012 school year. She found that nearly 87 percent of state history standards failed to cover Native American history in a post-1900 context, and that 27 states did not specifically name any individual Native Americans in their standards at all. According to Shear, state standards tend to provide an uncomplicated version of U.S. history in regard to indigenous peoples, leaving out the more unsavory aspects of colonialism. "I think especially in the telling of U.S. history, there is a specific narrative that really does not lend itself to incorporating the voices of people who are not considered members of the dominant cultural group," said Shear. "There always has been and continues to be people from all parts of the education system and greater American community that support a master narrative of the U.S. that's unified and complication free." Shear's research found that the indigenous figures most often mentioned in history standards were Sacagawea and Squanto. However, she found that standards very rarely required this history to be told from the perspective of indigenous figures. Many states talk about indigenous peoples using broad terms such as "Southwest or Pacific Northwest tribes" rather than using specific terminology. Only Washington state uses the term "genocide" to describe the experiences of indigenous peoples in the United States. In all, Shear said, the standards allow students to graduate from the K-12 system with little understanding of what contemporary Native American culture and life looks like. "This master narrative presented in U.S. history, it's as though indigenous people did not matter, which is so far from the truth," said Shear. "This idea that the expansion of the U.S. westward to California was this natural progression, this destiny, that it was meant to happen -- the consequences of that are huge, the consequences of that are so often left out of the narrative." Ultimately, Shear said, her students at the University of Missouri were just as frustrated as she was about the education they received regarding indigenous peoples. "They're so frustrated that they never learned and I quote them, 'I never learned what really happened' especially given [Thanksgiving]," said Shear. "They learned a very specific narrative of Thanksgiving and never learned the greater complex narrative of not only the relationship between the indigenous people of New England and the settlers, [but] how those relationships changed over time."

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Happy Thanksgiving

Happy Thanksgiving

Happy Thanksgiving to all of my loyal readers. This has been another great year here at College Admissions Partners and I am very thankful for all that I have and all of the great students I have been working with. My wife’s cranberry sorbet is ready to go as soon as I finish making our...Continue Reading >

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Early Medical School Acceptance Pro...

Early Medical School Acceptance Program at University of Alabama Birmingham

I was notified this morning that one of the students in the Early Medical School Acceptance Program(EMSAP) at the University of Alabama Birmingham has been chosen as a Rhodes Scholar for 2015. This is of course great news for the young man given this award but it also illustrates a point I have often made....Continue Reading >

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The post Early Medical School Acceptance Program at University of Alabama Birmingham appeared first on BS/MD Admissions by College Admissions Counseling.

Patient Care Experience-What Is It?

Patient Care Experience-What Is It?

One of the things I always tell students that are interested in BS/MD programs is that they need significant patient care experience. But, what exactly is patient care experience? Patient care experience is simply any type of volunteering where you have contact with people that have some type of health issue.  Most students think this...Continue Reading >

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The College Rep Said They Don?t Hav...

The College Rep Said They Don?t Have a BS/MD Program. What?s up?

One of my juniors recently called me after visiting with a college rep at a local college fair. The student had asked about the BS/MD program that the college had and was told that they didn’t in fact have a BS/MD program. Since the student had gotten the information about the program from my book...Continue Reading >

RSS Feed Content © Todd Johnson and College Admissions PartnersThe College Rep Said They Don’t Have a BS/MD Program. What’s up?

The post The College Rep Said They Don’t Have a BS/MD Program. What’s up? appeared first on BS/MD Admissions by College Admissions Counseling.

Who Should See Your College Essays?

Who Should See Your College Essays?

There is an old saying that too many cooks spoil the broth. While this is true in many aspects of life, it is also very true when it comes to the college admissions essay. I have had several instances each year where a student shows one or more of their essays to a guidance counselor,...Continue Reading >

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Free Book on FAFSA

Free Book on FAFSA

Edvisors has announced that the digital version of their 250-page book, Filing the FAFSA, The Edvisors Guide to Completing the Free Application for Federal Student Aid, is now available for free download. No personal information is required to obtain the free downloadable versions of the Filing the FAFSA book. For any student that may need...Continue Reading >

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