Artwork stating 'Education Destroys Barriers', 'We Demand Treatment', and 'I Need A Chance'

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  • Who Needs Charters When You Have Public Schools Like These?

    April 01, 2017 |

    The New York Times |

    Text |

    1500-3000 Words

    Response Location: United States, Tulsa, Oklahoma

    Despite a deplorably small budget and an ominous lack of support from the government, the Union Public Schools district of Tulsa, Ok is achieving the incredible. Though many of the students are minorities and hail from low-income families, Union boasts exceptional graduation rates and a remarkable STEM-focused curriculum. Their success stems from a comprehensive focus on each individual child within the classroom and beyond, creating a hub for the greater community that includes resources like child care for teen mothers and a student-run garden.

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  • The Kids Who Got 'The Mexican Repatriation' of the 1930s Into California Textbooks

    March 31, 2017 |

    Latino USA |

    Podcast |

    5-15 Minutes

    Response Location: United States, California

    In the 1930s, about one million Mexican and Mexican-Americans, who were born in the U.S., were forcibly removed from the U.S. under the presidency of Herbert Hoover. Its called the “Mexican Repatriation.” A class in Bell Gardens elementary learned about it almost by accident. They wanted a formal federal apology and applied to the California “ought to be a law” contest. They testified in front of the California assembly. The governor of California signed a law that encourages courses in history books to include the Mexican repatriation.

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  • At College, a Guided Path on Which to Find Oneself.

    March 28, 2017 |

    The New York Times |

    Text |

    1500-3000 Words

    Response Location: United States

    Community College Students, an often overlooked demographic, often suffer from low completion rates. Colleges across the country are using a guided pathways model, emphasizing features like full time enrollment, block scheduling, and meta majors to address specific completion barriers this demographic faces.

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  • Hartford, Conn., experiment shows challenges, rewards of diversity in schools

    March 28, 2017 |

    The Baltimore Sun |

    Multi-Media |

    Over 3000 Words

    Response Location: United States, Hartford, Connecticut

    Starting in the late 80s, Hartford school officials implemented programs to reverse the de facto segregation present in the district. Chief among these programs was developing 42 magnet schools, many of which provided specialized education in topics popular with students and relevant to the workplace. Currently, around half of Hartford’s students attend integrated schools.

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  • Within integrated schools, de facto segregation persists

    March 25, 2017 |

    The Baltimore Sun |

    Multi-Media |

    Over 3000 Words

    Response Location: United States, Columbia, Maryland

    Students in advanced classes in Howard County, Maryland schools are disproportionately white. Faculty and administration are working to identify, understand, and change the ways that implicit bias favors white students as early as elementary school. Other steps taken include the elimination of some prerequisites to advanced classes and a shift in mindset that students in advanced classes are trying to become college ready rather than already being college ready.

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  • When a Few Bucks Can Get a Student to the Finish Line

    March 17, 2017 |

    The New York Times |

    Text |

    1500-3000 Words

    Response Location: United States, Atlanta, Georgia

    At Georgia State University in Atlanta, a couple of hundred dollars can often be the tipping point for whether a student can graduate or not. To address this issue and to further help low income students, the college has implemented a retention grant system, providing these essential funds to get students over the finish line.

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  • Where busing works

    February 25, 2017 |

    The Christian Science Monitor |

    Text |

    Over 3000 Words

    Response Location: United States, Hartford, Connecticut

    As tensions over race and education continue to be compounded by growing economic inequality and political rhetoric, one school in Connecticut bridges an otherwise widening divide. Schools like R.J. Kinsella Magnet School of Performing Arts - once the poorest and one of the most racially segregated schools in the state - are inspiring voluntary desegregation by offering successful magnet programs and busing students safely and efficiently across neighborhoods. The successful demonstration of integration in Kinsella is serving as a positive model for other schools around the nation.

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  • School funding reform: Ideas and challenges aplenty

    February 06, 2017 |

    The Connecticut Mirror |

    Text |

    1500-3000 Words

    Response Location: United States, Hartford, Connecticut

    Schools in Connecticut are facing serious challenges with allocation of finances and resources that have dramatically affected their ability to provide programs such as after school curriculum to students, disproportionately in poor neighborhoods. There are several potential solutions, including more just distribution of funding and increased transparency in the system.

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  • Closing the Preschool Gap at Home

    February 06, 2017 |

    Washington Monthly |

    Text |

    Over 3000 Words

    Response Location: United States, Fort Belvoir, Virginia

    Mounting evidence points to an increasing disparity in the educational achievements of those children who attend and complete pre-school, and those who do not. The Home Instruction for Parents of Preschool Youngsters (HIPPY) program is a national home visiting initiative for low-income families that is working to bridge the gap. They provide learning curriculum, guidance, and parenting support for disadvantaged families in their homes, so that their children can be equally prepared to succeed in school.

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  • One town's quest to join tech revolution – and what it says about digital inequality

    January 25, 2017 |

    The Christian Science Monitor |

    Text |

    1500-3000 Words

    Response Location: United States, Greeley, Colorado

    Many rural towns with limited resources are struggling to provide their students with the devices necessary to stay ahead in the digital age. In Greeley, CO, a town with significant minority and refugee populations that have little or no internet access at home, the digital divide and the wealth disparity between school districts is particularly stark. But the schools in Greeley remain determined, cobbling together old donated computers, salvaged devices, grants and fundraisers, to try and help provide better opportunities and more efficient education for all their students.

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