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These Detroit Students Mix Day Jobs With School

Serena Maria Daniels

May 25, 2017 |

Next City |

Text |

800-1500 Words

Response Location: United States, Detroit, Michigan

A national network of private Catholic high schools matches its low-income population with corporate sponsors in the community to help students get real-world work experience and firms diversity potential talent pools. Following a work-study model in which students' compensation goes towards the school's operating costs, students work a 9-5 job one day of the week. The Detroit chapter has a 100 percent college acceptance rate.

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Research Says ‘Voucher' Programs Can Help Students

Tammy Worth

May 23, 2017 |

Flatland |

Text |

1500-3000 Words

Response Location: United States, Kansas City, Kansas

The Catholic Education Foundation in Kansas City has provided nearly $600,000 in scholarships to approximately 300 low-income students to give them the choice to choose where they want to go to school. Because it is funded by businesses through tax-deductible contributions, it is a contentious issue by involving public money. The program has found over time that although the difference in test scores between private and public schools is modest, the real benefit of the program is helping families make informed choices about their education without access being an issue.

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Oklahoma City-Based International Development NGO Focuses On Women

Jacob McCleland

May 23, 2017 |

WMOT |

Radio |

Over 15 Minutes

Response Location: India, Madhubani, Bihar

In many rural villages in Northern India and Nepal, long-standing cultural norms have relegated women to subordinate positions in marriage and minimal educational opportunities, stifling the social, agricultural and economic development of entire communities. But with the NGO World Neighbors' work to increase female literacy and help initiate locally-controlled savings and credit groups, these areas' female residents have become a more empowered component of local development and progressive change.

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English learners: Struggling CT schools ignore a proven path

Jacqueline Rabe Thomas

May 22, 2017 |

The Connecticut Mirror |

Text |

1500-3000 Words

Response Location: United States, Portland, Oregon

Dual language programs create a bifurcated school day with one half taught in English and the other half in a different language. Research has overwhelmingly shown that these programs, starting as early as kindergarten, helps close academic gaps between native and non-native English speakers as well as strengthen English skills and skills in their native language.

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Bringing the Dream of an Elite College to Rural Students

Anemona Hartocollis

May 21, 2017 |

The New York Times |

Text |

1500-3000 Words

Response Location: United States, North Carolina

Recent college graduates are working as full-time college counselors in low-income, rural communities across the country. The program, College Advising Corps, aims to provide students with ready access to information about deadlines, school options, and financial aid forms. In one North Caroline school equipped with a young advisor, the college enrollment rate has increased by 10 percent over the course of two years and is projected to continue to rise.

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METCO and the desegregation of Boston public schools through the years

Jessie Newman

May 21, 2017 |

The Tufts Daily |

Text |

1500-3000 Words

Response Location: United States, Boston, Massachusetts

As an alternative to Boston's mandatory busing crisis of the 1970s and 1980s, since 1996, students from Boston and Springfield, Massachusetts have participated in a voluntary integration program. Today, the Metropolitan Council for Educational Opportunity transports over 3,000 students from racially imbalanced or isolated schools who opt-in to attend integrated public schools in the region. The program's challenges include extended commute times for children and the removal of high-performing peers from challenged school districts.

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How to hire more black principals

Lillian Mongeau

May 12, 2017 |

The Hechinger Report |

Text |

1500-3000 Words

Response Location: United States, Chicago, Illinois

Although the diversity of the teacher pool is low, several nonprofits are successfully recruiting and training more principals of color from this same group. New Leaders has shown particular promise - 64 percent of principals that have gone through its program are educators of color. Leaders at the program say that they are able to recruit a more diverse class by "focusing on mindset, a willingness to share leadership with other adults and a proven track record of success" in lieu of GPA and college "prestige." The outcome of the selection process is "naturally diverse," according to the CEO.

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Can Teacher Residencies Help With Shortages?

Sarah Sparks

May 09, 2017 |

Education Week |

Text |

800-1500 Words

Response Location: United States

A small but growing group of programs in the U.S. are offering teaching "residencies" to college students. Students earn a stipend to student-teach in local schools in exchange for their commitment to work in the schools for a set number of years after graduating. Researchers found that 45 percent of residency teachers nationwide were teachers of color compared with 19 percent of all new teachers. Participants were also more likely to still be teaching in the school system four years later.

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Finding Recovery In College

Meghan Costa

May 04, 2017 |

Temple University |

Text |

Under 800 Words

Response Location: United States, Philadelphia, Pennsylvania

Collegiate recovery programs provide on-campus sober living, 12-step meetings, therapy, and support groups to college students in recovery. These programs help to eliminate the stigma surrounding addiction and give students the support they need to remain sober in an environment where sobriety isn't the social norm.

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Black Teachers Matter. School Integration Doesn't

Rafiq R. Kalam Id-Din II

May 04, 2017 |

Education Week |

Text |

800-1500 Words

Response Location: United States

Only seven percent of public school teachers are black. Rafiq R. Kalam Id-Din II dismisses school integration as the central solution to equal opportunity in education. He shows instead that dropout rates for black male students fell by 39 percent when students had at least one black teacher in grades 3-5.

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