College Application Fee Waivers

High School Seniors (and some Juniors)!! Very important!!

Seniors!! If you took the SAT last year, you will receive four (4)...just FOUR!!!...college application fee waivers! That means that if you apply to 5, 6, 7, or 10 colleges, you will NOT get fee waivers for any over four (unless the colleges themselves decide to waive your fees...which is a whole different entry). My suggestion...begin thinking now(!) about the top FOUR colleges you want to attend (1 safety, 2 target, and 1 reach school). 

There is no need to apply to a bunch of colleges and spend money you could use for college expenses. Save your money! You'll need it for books, food, and all kinds of other unexpected expenses in college next year. (And if your parents or others want to pay the money for the extra application fees, gladly accept their money and put it in a savings account so you'll have extra food and supplies next year. That $40 can go a long way!

Here is the email I received about the College Board process:

New method for providing fee waivers for college admissions applications!! The College Board will now provide 4 admissions fee waivers directly to students who took the SAT/Subject Tests and used a test fee waiver. These waivers can be used at participating colleges and on the Common Application.

Students will receive correspondence directly to them starting now that will provide the instructions about how to access and use the waivers. The Frequently Asked Questions (https://bigfuture.collegeboard.org/get-in/applying-101/college-application-fee-waivers) document contains excellent information about the process. A few waivers will still be sent to school counselors this year as well. Students do not need the approval from a counselor to use the waivers provided to them. They will need to check the Participating Colleges listing to verify that the colleges they are applying to accept these waivers. The waivers can also be used by students using the Common Application with a few additional steps.

If students are using the testing fee waivers as juniors, they will receive their four college application waivers at the beginning of their senior year.

Fewer Low-Income Students Going to College

A recent report shows a decline in college enrollment and graduation of low-income students.

I know what a lot of people say..."Not everyone is college material." and "We need all kinds of workers...not just those who work at jobs with college degrees." and "People can make a better salary working some of the 'trade school' type jobs." And I agree with all of those statements.

However, I feel that every person deserves information and a choice. So, I feel a personal obligation to provide that information to the people in my network of friends and in the community where I live and work. If, equipped with the information, people choose something different than college, I'll completely support that decision.

So, the latest information out is that there are fewer low-income students going to college. Of course, when you add to that the graph I've attached at the top that shows income is directly related to education, this new report causes me great concern. I don't get the feeling that the drop in numbers of low-income people attending and graduating from college is leading to higher paying jobs for those who don't attend.

The other disturbing factor to me is my many conversations with young people who explain to me, "I can't go to college. My mom is a single mom and she can't afford it," or other misnomers that have led to low-income individuals moving on a path that doesn't involve college and usually ends them in dead-end jobs.

I understand that this report was based on 2004 numbers and that things may look different now--six years later with an economic downturn that has led even high-degreed college graduates to sit at home drawing unemployment. However, I would think an over-qualified, out-of-work executive would be much more likely to land any job (if they would be willing to take such a pay cut) over someone who was much less qualified and less skilled. Personally, I would rather be the one with the resume that demonstrates my education and experience.

To counter the myths out there about college, our Teen University at Roseland has begun doing College 101 classes. You can see the topics here...and feel free to let anyone in the Dallas area know about it. If they are willing to get there, we are willing to include them.

Jessica's kind Facebook note

This is extremely hard for me to post, but it is such an amazing, gracious note that my dear, dear friend, Jessica, who I dearly love, posted on her Facebook page and told me she was "forcing" me to put it on my blog. 

I have posted about Jessica a couple of times before. She never ceases to amaze me. She is currently in her Master's program at Texas A & M-Commerce.

This note is inspired by Janet Morrison. I read one of her blogs a few months back when she had began giving people awards through her blog, she encouraged other people to pass it it on. So here goes....

I would like to dedicate my award to.....JANET MORRISON! She is a person who has never ceased to amaze me. I always knew my award would go to her but it took me a long time to come up with a title for the award and to decide what exactly to say because I have so much to say. Although you deserve so much more than a blog, this one is for you!

Janet works for Central Dallas Ministries which is an organization that is really involved in helping the community. Janet's title there is the director of children's education which means she coordinates and oversees programs for the children. I have never seen anyone as involved in what they do as she is. She is constantly brainstorming ways to improve or make what she does more meaningful to those involved. She is constantly helping someone do something. She is what I call an activist because she is always stands up for what she believes in.

If you know Janet, you know she does not approve of giving time, money or effort and then walking away to never be seen again. So with that being said, she has honored her words in my life.

I met Janet at church many years ago when I was just a child. I attended the camp, "Univeristy of Values". I loved to attend the camp because it had a great atmosphere. She had trained her staff to interact positively with the kids. Never had I been in a place as such. When I grew too old to attend I became a volunteer and later a staff. It was the best job I have ever had. I really confirmed my passion to teach more than anything.

There has been many many times in my life where she has been exactly what I needed. I can recall when I was younger her making my birthdays special with her decorated cakes, making all the kids Christmas gift each year, sending a post card from Mexico and giving advice while being understanding when I was in trouble. As I got older, I remember her always encouraging me, helping me get into college, helping me deal with grief my freshman year of college, stepping in when others stepped out, assisting me with dealing with issues of all kinds in college, and celebrating my successes in life with me.

Even with all of that said, I still left out lots of things.

She is absolutely one of the best people that I have come across in life and she has been consistent and always true to her word. She is a blessing from God to me! I appreciate her and her efforts so much. So to Janet, my mentor, my friend, my supporter, my inspiration..... thanks for being an AMAZING "ALL AROUND" PERSON.

To all who read this and know Janet, what has Janet done for you? (Post here) And to Janet copy and paste this into your own blog please!!!!

Janet and Jess!

Developing Self-Determined Young Adults

Over the years, I have witnessed the determination of our kids as they persevere and defy the stereotypes, low-expectations, and difficult life situations they endure. Their ability to press forward inspires me.

Just last week I spoke with Kieva, who will finish her Master's degree in Public Administration in August. Her sister is working on her graduate degree as well. Jessica just started her Masters program in January and plans to continue straight through to get her Ed.D. Bridgette is almost finished with her graduate degree as well. Tiffany, Erica, and Fredrick will graduate from Baylor, UNT, and Lamar University this year. They have thought about pursuing Master's degrees as well.

The voices in the video are representative of the rest of the kids we see each day and some of the ones who have dropped off over the years as well. We are working hard to keep improving our programs and expanding them. Take a look at my new attempt at a newsletter about our programs here: College Successes.

Email me at jmorrison@centraldallasministries.org if you would like to be added to the mailing list to receive these periodic updates.

SMU...Here he comes!

I was sitting in our Parent Academy when Tameshia came up behind me, tapped me on the shoulder and said she needed to talk to me. Thinking the worst, I  walked to the back with her. Once we got to the back, she explained to me, "Michael just got a $200,000 scholarship!"

I was speechless! $200,000...to SMU! Oh my goodness!

I first met Michael a few years ago when the great people at Education is Freedom provided us with a summer intern. Michael helped us get things organized that summer. Michael attends North Dallas High School. This year, when we started our Digital Connectors program out of Roseland, we recruited from North Dallas. Though we hadn't seen Michael in a couple of years, he remembered us and was one of the first people to sign up.

Though we can't take credit for all of Michael's hard work and persistence in being involved in many different programs and writing and following through on college applications and such, we can say that Michael will be more prepared technologically when he finishes Digital Connectors in May.

By May, Michael will be equipped with a Cisco IT Essentials certification that will provide him with the skills and knowledge of rebuilding computers from scratch. He will know how to create a mobile app. He will have completed a leadership skills module as well as a financial literacy module...all of which will be extremely important in college--especially at such a competitive school like SMU...and especially as an engineering major!

When Tameshia told me, I immediately went downstairs to congratulate him and do a quick interview. He reads this blog so help me in congratulating him on his amazing achievement of receiving one of only four Dedman Scholarships offered each year at SMU!



CONGRATS & WAY TO GO, MICHAEL!!!

Amazing Graduate Award of 2009

This is to celebrate the determination of an amazing graduate who uses education as a stepping stone in life.



Jessica Orogbu
I’ve now known Jessica for eight years or more. I met her when she was first in foster care and then was adopted by her foster mom. While in foster care and as an adopted daughter, I watched Jessica work hard! She became the overseer of her adopted brothers and sister, who were also in the same foster home as she was and were adopted at the same time as she was. As the oldest, she was expected to get up at 4:00 a.m. to ensure they were all dressed and taken care of before they all went to school. In the evenings, Jessica often cooked dinner and cleaned the kitchen before getting time to do her own homework and prepare for school the next morning. Yet, through all of that, I never once saw Jessica have a bad day or be in a bad mood. Her positive attitude was absolutely amazing and admirable.

As a senior in high school, Jessica began applying for college. She would call me to seek help in the process. She was the first in her family to go to college and wasn’t sure of how to make it happen. But, unlike other teenagers who would call me, Jessica would simply ask, “What do I do next?” and would proceed to make the phone calls, fill out the applications, and complete the entire process on her own.

It was through her phone calls that Jessica found out that being in foster care for so long actually had a benefit. The foster care system would pay for her schooling. Since her biological mother and her adopted mother were both unable to help financially, this became very crucial knowledge for her. In her research, she also found out that the foster care system would continue to pay for her schooling all the way through her doctorate if she went straight through. From that moment, Jessica determined that she would get her doctorate.

In college, Jessica worked a part-time job at the Boys and Girls Club, while also being a nanny for a family, while also taking 18 hours in school. The engine of the car she bought to get her to and from work burned out. She didn’t know what to do…but she managed to work things out. Her adopted mom died of cancer. During the same semester, she turned 22, which meant she was unable to access Medicaid anymore. It was then that her mouth started hurting with excrutiating pain. She could not find a reasonably priced dentist in Commerce and had to come to Dallas. She found out she needed all kinds of procedures, none of which she could afford. She managed to take care of one or two, but still needed a root canal. One of her professors told her she would have to drop the class if she missed one more day of class (because she had already missed for her mom’s funeral). Instead, she managed to get some antibiotics to clear up the infection and she persevered. I still don’t believe she’s been able to take care of the root canal to this day because of her hectic work schedule of two jobs and 18 hours of coursework.

This year, Jessica completed her bachelor’s degree in Education. Through her college career, she struggled over and over again with her math classes. But, she never once looked back. Jessica had set her goal to become a teacher and there was not a single obstacle that could stop her. She is now engaged to Reggie and will be married in July 2010. Here amazing qualities have secured her a job as a permanent sub in Greenville for the spring semester, a truly coveted position in this day and age where jobs are hard to come by. She will begin her master’s program at Texas A & M-Commerce’s branch in Mesquite as soon as the spring semester starts up. She will commute back and forth from Greenville now and is hoping to find a teaching job in Dallas in the fall.

Ambitious Leader Award of 2009

The Ambitious Leader is one whose determination and spirit pushes one to fulfill their goals. Two people I've gotten to know this year deserve this award.



Tameshia Rudd-Ridge
Like Terrence, Tameshia was originally hired to teach in our After-School Academy. However, two weeks before the programs started, we were told we had received a grant for a Digital Connectors program. All we had to do was have an instructor. Having an instructor was a daunting task considering that the grant didn’t pay for a full time person, besides the fact that the instructor had to be someone who knew technology and had a relationship with the teens in the community.

Luckily, during Tameshia’s interview, we had asked her how she felt about technology (thinking in terms of our After-School Academy). Her answer stuck with me. “Oh! I am the QUEEN of technology!” Partly because of that answer, we hired her on and gave her a technology coordinator title so she could begin helping us get our After-School Academy better equipped and ready to do technology projects. Knowing this information, I was able to advocate for Tameshia to be a full-time AmeriCorps member and oversee the Digital Connectors program as well.

The interview had allowed us to get a glimpse of the ambitious leader that she was. Tameshia has ambitions and desires to do amazing things…and none of her ambitions are small accomplishments. Law school, a humanitarian, diplomat, philanthropist, entrepreneur, visionary, non-profit founder, president, nobel prize winner, educator, and having multiple degrees are some of the things on her to-do list. Since, at 23, she’s already completed some of these, I know she’s on her way to finishing the others as well.



Fabiola Perez
As happens with many of the kids, teens, and young adults I meet, I met Fabiola through her boyfriend, Gustavo. I found out Fabiola wants to be a teacher so I instantly tried to recruit her. Unfortunately for us, she was working another job and didn’t have the time to dedicate to the After-School Academy as well.

Through different conversations, I discovered that Fabiola is undocumented and has different struggles because of that. I tried to connect her with different resources whenever she asked, though I didn’t feel I was able to be that helpful.

At the end of the summer, Fabiola needed help and guidance again. She was determined to go to UT-Austin, but once an undocumented immigrant student moves on to a four-year university, expenses are higher and cost often becomes a barrier. Besides that, fear was setting in as the school began to ask a lot of questions. Knowing what had happened to other friends and family when people start asking questions about immigration status, Fabiola got scared. But her determination to reach her goals caused her to persevere.

Before I could ever get back to her with a resource I’d found or information I might have discovered, Fabiola had already moved forward. She was not disabled by her fears. Quite the contrary. I believe her fears propelled her. She utilized resources, calling people she knew could help guide her in the right direction and quickly following up on their advice.

Through my different conversations with her, I found out that Fabiola is an extremely determined person with a variety of interests in putting her stamp on the world, much like Tameshia. In a few years, she will be a great educator who I look forward to having in our school systems. But she does not intend to stop with her bachelor’s degree. Fabiola is determined to get a master’s and doctorate and move into the role of a principal or a dean.

Is lying a justifiable means to get to college?

My text message alert went off around 9:30 p.m. "Are u still up?" it asked.

I was tired. I was planning to go to bed early that evening and really didn't feel like talking to anyone. I responded by saying I was getting ready for bed, but then thought about the person sending the text. It was Jasmine and she didn't seem like the type who would want to talk to me about something pointless. "Is everything all right?" I text'd. "Not really," she replied. "I just wanted help. I'm so sorry."

When I tried calling, her cousin said she was crying so hard she couldn't talk. My mind immediately went through all of the worst that I know about some of my teens. Did she kill someone?? Is her mom pimping her out?? Is she selling drugs?? Is she pregnant?? My mind raced.

I continued trying to communicate with her through texts. She said she was going to quit coming to Teen U but wouldn't say why. She said if she told us why, we'd never look at her the same. I explained all of my former interactions with and knowledge about teenagers (some mentioned above) and told her I was still in contact with those teens. I tried to assure her I wouldn't look at her differently. "It's not that bad!" she replied. But I still couldn't get her to talk.

After an hour of texting back and forth, Jasmine finally called. Even then, all I could get out of her was, "I'm a fraud." After much coaxing, she explained to me that she was 20 years old...not 17 like she had told us.

"That's it?!" I couldn't help but be incredulous to this discovery.

"But I lied!" she went on. "I signed papers that said I was 17 and in high school, but I'm not."

Jasmine and I had a long talk about being truthful. Because of her dishonesty, she had missed the deadline for the Central Dallas scholarship. There were other natural consequences that occurred because she had lied.

I am no fan of lying. But here's the bigger issue to me...

A 20-year old girl lied SO THAT SHE COULD GET HELP WITH COLLEGE!!!!

Because Teen U is only for 6th-12th graders, Jasmine was afraid that if she told us her real age, she would not get to visit the college campuses, listen to the career speakers, and begin figuring out what she wanted to do. She was afraid she'd passed the age of being able to get the guidance she needed and desperately wanted. Jasmine's mom and aunt encouraged her to keep lying so that she could get a college education.

What does it say about our inner city communities when a young adult so desperately wants to get an education that she is willing to lie about her age to access those resources??

How often have I heard and read that we have to teach "those kids" [in the inner city] to value education?! How often do I hear that "those parents" [in the inner city] don't want anything for their kids?! Who are "those people" talking about???? Where are they getting their information??

Knowing this truth, I know our program needs to be expanded. We don't have the people or monetary resources in place, but we will make it work. Fighting crime and providing basketball leagues are important....but the communities where I live and work deserve educational opportunities as well. Our city and our society has to begin backing up this big talk on education. If education is so important, we need to improve our schools and offer more accessible, community-based programs that provide kids AND adults with the opportunities to fulfill their dreams...and helps them figure out how to get there.

Teen U: Helping teens realize their dreams

One of my biggest pet peeves these days is listening to adults talking about inner-city youth say, "We've got to teach these kids to value education."

Newsflash: Kids value education. They simply don't have the opportunities to get a good education from many of our schools...and they don't know what to do to progress past high school.

Note to adults: Stop trying to teach them to value education and, instead, start providing them with opportunities.

Case in point:

This past Saturday I woke up at 4:00 a.m. so I could drive the van for Teen University's college trip to Prairie View A & M. When I arrived at 5:05 a.m., I only saw one teenager walking toward Teen U. I admit, I was disappointed.

However, my disappointment was completely unwarranted.

As Terrence (Teen U Coordinator) finished up inside the building and walked out, seven teenagers followed right behind him. He told me later that they were at the door waiting for him when he arrived at 5:00 and were trying to tell him he was the one who was late!

The entire trip impressed me! As we went into our first session, the teens introduced themselves to the PVAMU financial aid speakers just as they had been taught at Teen U. As they took the campus tour, the teens stayed right on the heels of the tour guides listening to everything said.

Realities we need to recognize:

One girl in the group was a senior. She only recently got involved with Teen U, but it was very obvious she was serious about being on the trip.

After our first session with financial aid, she began talking to me out of the blue. "I've got a lot of questions, but I don't even know how to ask them," she confided. She mentioned her concern that she wouldn't be able to start college next year. She explained how she would be the first in her family to go to college. She wanted to make sure if she didn't go to college right out of high school we would still help her.

As we drove home, she and I talked about careers and college possibilities. Though she said she wanted to go into the medical field, in talking to her I found she had a lot of interests and wasn't aware of all of the possibilities available to her. She hadn't ever visited colleges beyond the community colleges in Dallas.

Why Teen U exists:

In working with kids and teens over the years, over and over I hear the same thing. Teenagers want to go to college, but don't know how. Teenagers want to be "successful" but have no idea of the possibilities of careers that are open to them.

Props to the staff:

For the first time in my career, I did not play a role in the planning or decision making. All I did was agree to drive. I'm so glad I did. It's obvious that the teens are absolutely amazing because of the staff at Teen U. The Teen U staff and interns are passionate about ensuring the teens have the information and knowledge to make a smooth transition into college.

Teen U has only been in operation for two months and already has a solid group of about 10 students plus about 20 others who show up once or twice a week. As more teens find out, I know Teen U will continue to grow.

Teens know to value education. It's our job to provide them with the opportunity to realize their dreams.

Exploiting poor people's desire to learn

As I was walking out of my office the other day, a friend of mine in the housing development where I work approached me with a big smile on her face. "I'm so glad I caught you! I wanted to give you my graduation announcement!"

Being the educator I am, I try to make every graduation I can. Graduations excite me. I was honored that she would think of me when she was inviting people.

As I opened the invitation in front of her and saw Everest College, I tried to keep the smile on my face, though my heart cringed. I knew she had just wasted two years of her life and probably had the debt to prove it.

I don't know that our country realizes how well it has sold the idea that education is the key to one's future. I hear it preached over and over again in the inner-city where I live and work...and people listen.

People in the neighborhoods and in the housing developments where I lived and worked have bought into the belief that education is they key to their future. It is because of that belief that they actively pursue "higher education." The problem isn't in their effort. Their problem lies in where they've been convinced to pursue this "higher education."

If someone comes to me to ask for college advice, I immediately, emphatically tell them to stay away from "colleges" like Everest, Remington, ATI, or some these other for-profit schools that promise them they will have no financial obligation and promise them a high-paying job when they finish. I try to convince them what many of us know already. Those institutions lie to get people in the door. See this article: The Subprime Student Loan Racket - Stephen Burd

Sometimes, I can convince people of the lies they've been told. Other times I can't. The for-profit institutions market so strongly to poor communities that people are convinced they are their ticket out of their life of poverty. Instead, they are their ticket into more poverty.

However, it is one thing for me to convince someone before they start their educational career. It is yet another when someone is 1/2 way or all the way through one of these exploitative schools. They are so proud of working toward something, I don't have the heart to tell them the reality they are about to face. Unfortunately, because of these schools, they often get dissuaded and then convince their children that they have to accept the reality that there isn't a way out.

So what do we do about "colleges" like ITT Tech, University of Phoenix, Westwood, Career Education, Corinthian College, DeVry, Brooks Institute, and Everest?

We need to change legislation. We need to prevent these institutions from profiting off of the backs of poor people.

Right now, the government acknowledges these schools and assists with their funding by backing defaulted loans. Sallie Mae works in conjunction with them because they make big profits in working with these for-profit schools.

If you have a similar story, post it here. If you know of people who are being taken advantage of because of these schools, post that as well. Maybe we can build enough stories to convince Congress there need to be strict regulations against them.

We need to get the word out that it is not ok to exploit poor people's desire to learn.

Providing college-focused programs in the inner city

When we began talking about starting educational programming for teens, I was aware of the stories that getting teenagers to come could be challenging. But I also know that so many of our teenagers are eager to go to college and simply don't have the knowledge of how to be prepared and how to get through all of the paperwork. After interviewing Terrence for the Americorps position, I knew he was the perfect person for the job:

After only a week and a half of programming, Terrence is drawing about 13 teenagers an evening. After using my records to count all of the middle and high school students in Roseland, I figured out that is 10% of the teenagers! 10%...and I expect that number to increase! That's significant! What's even more significant is that they are being challenged educationally and they keep coming back!

When I went to check on the program, a girl was sitting on the couch reading what seemed to be a dictionary. When I asked her what she was doing, she rolled her eyes and explained that Terrence made them look up words. Despite the rolling eyes and seeming exasperation, after we chatted, she went right back to looking up more words.

In the comfortable, living room setting, Terrence was sitting on the couch helping another student with geography, while others were working on homework as well.

Off to the side, a group of students had the Scrabble board out and were getting a game started. When I took the picture, they wanted to spell out words to present themselves as great Scrabble players. We decided on "Intelligent Students," as you can see if you look real close.

Over the last week and a half, Terrence has engaged the students in dialogue about education, college, careers, history, and more. They have watched documentaries, practiced interviewing, and practiced speed reading to bump their reading skills up.

Terrence and I met with Raul Hinojosa to plan for our UTD students that will be helping. The rate Terrence is going, he's going to need the extra help. He's getting ready to start engaging them in researching careers and colleges to get them prepared for their future.

Creating connections...role reversal

To give our college students extra moral support, I used to go visit each of them at their respective colleges each year.

Unfortunately, my workload has increased at the same rate as the number of college students, it seems. So, it's been harder to take the time to visit.

Last week, I was supposed to meet with a recruiter from Texas A & M-Commerce. I seized the opportunity to meet with him in Commerce so I could go visit some of the students.

I forwarded the email, letting them know I'd be in town and inviting them to lunch. I immediately got a response from Lewanna. "You know Luis?! What are you guys meeting about??" Turns out, Lewanna (junior, Education major) and Bridgette (graduate school, Higher Ed Administration major) both work with Luis!

After a text conversation with Luis during lunch, Bridgette and Lewanna took me on a golf cart tour of the new buildings on campus (Kristina, freshman music major, had to leave).

When I meet people at the university or in a college program, I try to introduce students to them. I want them to know people and have the same connections I do. This time, however, it was my turn to let them connect me. As we talked at lunch and as I stood with Bridgette and Lewanna when I met Luis, it was obvious how well-respected they were within the administration department.

I'm a networker. I love making connections. This time, the roles were reversed. Bridgette and Lewanna connected me instead of the other way around. I realized that my credibility probably rose with Dean Holley and Luis when they found out I knew two of their best student workers.

Thanks, Bridgette and Lewanna!

Perseverance to forge new paths

I love this picture!

Though this is not near all of the college students, these are a few of the young adults who have gone on to college...some who will be completing soon.

All of the people in this picture grew up in our Kids Kamp/University of Values program. Some were students, some volunteers, and some ultimately became the teachers of the program. (Two of them are not yet in college, but definitely plan to go).It's fun when they get together and reminisce.

As we cooked together and then played games, the students talked about lessons learned, talked about how they were passing their knowledge on to kids below them, and just had a good time laughing and getting reacquainted. Some exchanged numbers so they could help each other find jobs or provide other information.

Most of them lamented the fact that their friends from high school have taken different paths. Because of that, they no longer have much in common and much to connect on. As Lewanna explains, forged paths are easier to follow. The students above are persevering and forging the path to make things easier for those behind them.

New approach to college orientation

Sometimes I come across things that seem so common sensical, I wonder why we never thought of it before. Mount Holyoke College's new, unique approach to freshman orientation is one.

As some colleges do, Mount Holyoke offers a special orientation program (purely voluntary) to new minority students that allows them to talk about entering a predominantly White college and the issues they may face and allows them to connect with other minority students.

Though helping minority students adjust may seem positive and proactive, what about educating the White students on interacting with students of color? The approach seems to be a little lopsided.

Mount Holyoke has taken the initiative to take freshman orientation a step further. This year they plan to also have a voluntary orientation for White students as well as for the minority students. During a three and a half day orientation before the regular orientation, White and minority students will talk about race separately and together before joining the four-day mandatory orientation for all new students. The new pre-orientation program will have the name: "Promoting Intercultural Dialogue and Creating Inclusion."

Elizabeth Braun, dean of students, envisions that, "the first day of the program would have the groups in separate sessions, 'exploring their own racial identity and thinking about power and privilege.' Then the groups will have joint and separate programs."

I think it's time we start taking a second look at our approach to minorities, whether in schools (elementary, secondary, or college) or businesses, and begin developing programs that not only help minorities adjust and adapt, but to teach and encourage Whites to do adjust and adapt and learn to interact with people of color. What makes us think that *they* need all of the help??

Would you like some knowledge with that diploma?

A friend was telling me about a professor at a top-notch college who gives every one of his students an "A".

I cringed.

Another professor letting students slide. Ugh.

But then she went on to explain. He gives everyone an "A" in his class, but they have to keep re-doing every assignment until it is "A" quality. They don't have to take the "A". They can settle for a "B" or "C" or any other grade. But every one of them has an opportunity to receive an "A" in his class, if they so desire.

It makes for a lot of work on the teacher...but just think if every one of our kids were given that same opportunity. Instead of testing a kid at the end of the year and then holding him back for failing the TAKS (state standardized tests), the child would, instead, be given the opportunity on EVERY assignment throughout the year to correct their paper until they achieved "A" level work...correction after correction after correction.

It's not a cop-out; it's a lot of work. In a scenario like that, the kids (and the teacher) have to work very hard to ensure that every child knows what they're doing. It also makes it easier (for the teacher and the child) later in the year because after re-doing it so many times they can gain an understanding of that single skill they're missing. Once the kids master their skill and realize they can't just "get by," their resulting assignments will be better...which won't take as much time to grade. So the work load is definitely heavy for both teacher and child, but when perfection is the end result, it bumps the standards up and makes it easier in the long run...for both student and teacher.

If everyone participated in that philosophy, I have a feeling there would be a lot fewer students graduating from high school taking remediation classes in colleges and a lot more adults prepared for a competitive workplace. It could benefit employers tremendously.

Maybe then a diploma might mean more than it does today. Report cards might mean something. It might change the way we look at education.

We might be able to guarantee the value of a high school diploma. Unfortunately, right now that's often not the case.

Fighting for "the least of these"

President Obama is tackling quite a few issues right now. Add Pell Grants and financial aid for college students to his list.

The private loan industry, as we have seen in recent months, has benefited quite a bit by loaning people money and charging high interest rates...and then has been bailed out by the government for fear that the debacle the loan companies created would be in an even bigger mess if someone didn't help them out.

Fortunately for the CEOs of these companies, their paychecks weren't the ones that were hurt. "Just last week, Sallie Mae reported that despite losing $213 million in 2008, it paid its chief executive more than $4.6 million in cash and stock and its vice chairman more than $13.2 million in cash and stock, including the use of a company plane. The company, which did not receive money under the $700 billion financial system bailout and is not subject to pay restrictions, also disbursed cash bonuses of up to $600,000 to other executives."

Unfortunately, the recipients of these loans haven't received as much grace.

Students who are trying to further their education cannot afford the loans or do not qualify. Others strap themselves with debt without a concept of what that will mean for them 10 to 20 years down the line.

Some of the kids I know have had to drop out because college is unaffordable. Some have switched from 4-year to community colleges hoping to have enough money to live, as well as go to school.

As the "big dogs" hire lobbyists and proposition Congress to see things their way, I'm very happy to know that someone at the top...the very top...is adovcating for the people who don't have the time, money, and access to advocate for their needs as well.

Making education possible

President Obama has continued to talk about and focus on education, despite his critics who say he should focus solely on the economy. I am glad that President Obama sees a much larger and further reaching picture than today's immediate needs. As a result, President Obama has pushed for expansion of the Americorps program.

AmeriCorps is a U.S. federal government program partnering with non-profit organizations, public agencies, and faith-based organizations that was created under President Bill Clinton by the National and Community Service Trust Act of 1993. More than 70,000 individuals currently join AmeriCorps annually, totaling more than 500,000 past and current members since 1994. The work done by these groups ranges from public education to environmental clean-up. ~Wikipedia

Americorps allows us to recruit people living in the neighborhoods and communities where we serve. There isn't a lot of pay attached...a small stipend each month and an educational award once the service hours are completed. But I have found that the people in the community *want* to be able to give back to their community. So often, jobs exist far away from their community so they are forced to travel to the other end of town to do something positive.

Americorps provides the opportunity for jobs within the community, as well as providing hope for paying for their education. I am so excited to know that not only is President Obama pushing for an expansion of the program to "employee" more Americorps members, but that the educational award will increase by $500 to provide $5350 toward an Americorps members' college education once they have completed their service hours.

I applaud President Obama's efforts and foresight....and I look forward to receiving more Americorps members to help us run our education programs at Central Dallas.

If you are interested in applying to the Central Dallas Americorps team (and/or would like to apply to work with our After-School Academy in particular), click here.

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Bill Tripling Size of AmeriCorps Heads to President's Desk

Washington — The U.S. House of Representatives gave final approval today to a bill that would expand the federal national-service programs by the largest amount in 50 years, sending it to President Obama for a signature.

The bill, recently renamed the Edward M. Kennedy Serve America Act (HR 1388) in honor of the longtime Massachusetts senator, would more than triple the size of the AmeriCorps program, to 250,000 slots, up from 75,000. The Senate passed the measure last week, and the House, which had earlier approved a separate bill, adopted the Senate version today.

The legislation would also increase, to $5,350, the education stipend that volunteers receive for each year of service, bringing that award in line with the maximum Pell Grant. Older volunteers could transfer up to $1,000 of their stipend to a child, foster child, or grandchild.

Finally, the bill would create, but not finance, a grant program to encourage service learning. As many as 25 institutions would be named “colleges of service” and would share a $7-million award, which would have to be appropriated by Congress. —Kelly Field

Education is Freedom

I believe that all kids should strive to attain a college education. This belief has often been met with criticism by some who tell me, "Not all kids are college material." I know that there are some who have intellectual capacities that aren't conducive to college. But I think there are much fewer of these cases than we want to admit.

I often tell people that my programs are going to aim to equip children for college by providing them educational options and opportunities. By doing that, kids then have a choice. They are not relegated to a job because that is all they know or because that is all they are capable of.

I believe we need everybody. I believe every job is important. We need trash collectors just like we need engineers to design the trucks that collect the trash. But people deserve a choice as to their outcome in life. If they are a trash collector because they don't have the education, because they never knew there were engineers that designed the trucks, and because everyone in their family has been trash collectors and that is all they know, we have failed them.

Education is a right in our country...or supposed to be. We need to provide an educational system that allows every child the opportunity to be who they want to be.

Dr. Marcus Martin wrote a great piece about how education is truly freedom. Read below.

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Dallas Morning News Website, 08:33 AM CDT on Friday, March 27, 2009

Marcus Martin: Paycheck is only one benefit of college

Young people are often urged to pursue higher education simply because a college graduate earns more money. There are numerous charts illustrating the stark income gap between a person with a high school diploma and one who holds a college degree. Various studies and census data highlight how a high school graduate's wages will average $1.2 million over a lifetime compared with a college graduate's $2.1 million.

A diagram plotting out the vast pay disparity alone might be impressive enough to convince some high school students to attend college; however, such graphics fail to show the full value of a college education.

The prize isn't just the fine paper bearing the graduate's formal name penned in calligraphy; nor is it the financial success to which the degree entitles its holder.

The true reward is in the education. A college education provides students with knowledge. With that knowledge comes a greater understanding of our global society and how its inhabitants co-exist. Philosophy, history, psychology, literature and the arts are all aspects of a well-rounded college education that encourages a person to think in terms of the larger picture and not just consider one's own experiences within small communities.

Take, for instance, a university student assigned to write an essay about how 17th-century English philosopher John Locke altered the relationship between monarchies and their subjects. Or a college student asked to contemplate the influence of colonial philosopher Thomas Paine in the battle for American independence from Great Britain. These young scholars gain a deeper understanding of our nation, its foundation and the workings of our government.

As a society, we hope such enlightened students emerge from the classroom transformed into well-informed citizens, committed to working for the betterment of our country.

Thus, not only does the individual benefit from higher learning, but our communities will prosper as well. Those with college educations have a higher likelihood of becoming voters, leaders and volunteers in their communities. They will be motivated to improve their neighborhoods because their learning experience has already challenged them to contemplate what it takes to create a better and more just society.

As mothers, fathers, aunts and uncles, those college graduates serve as examples to the next generation and can instruct them on the importance of education.

For those living in poverty, access to higher education is especially important. Many times, the cycle of poverty remains unbroken. Children born into poor conditions may not fully grasp the benefits a higher education can bring because they haven't witnessed firsthand how learning might transform their lives. Some youths may feel that college is off-limits because of their lack of financial resources or their poor academic preparation. Nevertheless, countless individuals have proven that these obstacles can be overcome.

Once a person breaks free from the bonds of poverty and successfully achieves a higher education, he or she can create new expectations of learning for subsequent generations. A fundamental change occurs when a college graduate who grew up poor is able to provide for his or her family.

With that financial security comes mental security, improved health benefits and improved well being. These college graduates, who consciously emerge from the hardships of poverty, will have a chance to teach and mentor their own children to follow in their footsteps and pursue higher learning so they, too, are able to make positive contributions to society.

Thus, a college education means much more than the money received from a paycheck. Simply put, education is freedom – and with that freedom comes possibilities. It is in the realm of those possibilities where hope, inspiration and personal transformation can be developed for one's own life, community and country.

Marcus Martin is president and CEO of Dallas-based Education Is Freedom. His e-mail address is mmartin@educationisfreedom.org.

Promising college

In San Francisco, there is a new promise for middle school students, "Qualify for college and you'll have a reserved seat as well as financial aid when you get there."

Despite the current economic crises, three middle schools are promising students who "sign the 'Save Me a Spot in College' pledge - and later meet entrance and eligibility requirements - will receive a fee waiver for two or more years at a California community college, as long as the student continues to show financial need."

Students who qualify for financial aid would be able to receive college funding anyway, but San Francisco sees it as an opportunity to provide "motivation as well as increased college-preparatory support through high school."

Right now colleges are cutting back on offered courses and admitting fewer students due to cash-strapped institutions. However, as they look forward, they are hoping to create the even bigger problem of having so many students qualifying for college that they will be forced to fix that problem.

I think anything that promises and guarantees a future in education is great. It's not a charitable act. The students would have to qualify (which can be a big task...and which is why I would hope the school system is stepping up to that plate). By providing the offer in junior high, kids have an opportunity to begin working toward their goals, not having to worry about finding the funding and figuring out the system....a daunting task for kids and parents who have no experience with the massive amounts of paperwork and small print it takes to get into college.

Wouldn't it be nice to offer that guarantee to all kids?

Black studies programs create a White frenzy

I read this story in the Houston Chronicle because I was interested in the topic.

The article was short and didn't offer much for me. Instead, what was more interesting was that it had received 193 comments, the very first one being,

"African American Studies" ???? Are there any "Irish American Studies"???? How about some "Italian American Studies" ???? Courses like this tend to exacerbate racial problems, not help. They tend to promote and perpetuate racial strife. Just read the first few comments and see if you agree.

So, I kept reading. (sigh) Same old stuff.

I guess the internet allows people to say directly and overtly what they think without the concern of looking someone in the eye and speaking to their face. I'm guessing the people who say these things probably don't know any Black people well enough to have the conversation with them anway. In a way, the internet is a good tool for this. Since we are a pretty segregated society, this allows Black people (if they even care to read this stuff) to affirm what they've always known existed (i.e. underlying racism, hatred, and scorn) and possibly even respond.

I don't get it, though.

Why is there so much pent up agression and anger about something as harmless as an African-American studies program? After I had written this blog, I came across another professor who shares my sentiment in his article, When are WE going to get over it?

I don't have a problem with an Irish-American studies program. Evidently, neither does Bridgewater University or New York University. Obviously the commenter and others I've heard with this same type of argument don't bother looking to see there are Irish American and Italian-American studies programs just like there are African American studies programs. Stony Brook University, Queens College, and others offer Italian-American studies. So yes, there are other cultural groups being studied in universities. Most reflect the region where they are located.

Even if there weren't Irish and Italian programs, why do White people get so bent out of shape when things like this come up? How many of these peanut gallery commenters are enrolling in the Irish American and Italian American programs? And why do they immediately begin talking about how if they had segregated themselves like that, they'd have been called racists?

The bottom line is if we incorporated other culture groups into our regular, on-going curriculum for *all* students throughout elementary, middle, and high school, we wouldn't need a program dedicated to the study of a specific cultural group to find out what the people from that group contributed.

And if we truly don't care what those other cultural groups did or didn't contribute, why are we so concerned and why do we raise such a fuss? Are we afraid that we might find out someone other than White people *did* contribute something?