Monday, April 18, 2011

At Stanford University - One Hour Exercise Improves Black Students Grades and Graduation Rates; Best Candidates For CEO of Chicago Schools; We Know How To Educate Black Boys; In Nashville Violence Is Out of Control, Children Not Reading At Grade

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From: "The Black Star Project" <blackstar1000@ameritech.net>
Date: Apr 18, 2011 9:17 AM
Subject: At Stanford University - One Hour Exercise Improves Black Students Grades and Graduation Rates; Best Candidates For CEO of Chicago Schools; We Know How To Educate Black Boys; In Nashville Violence Is Out of Control, Children Not Reading At Grade Level in 3rd Grade Four Times less Likely to Graduate High School
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Research from Stanford University Shows One Hour Exercise/Session Before Black Students Start College Can Improve Grades and Graduation Rates 

Along with improved GPAs by their senior year, the black students who were in the treatment group reported a greater sense of belonging compared to their peers in the control group.  They also said they were happier and were less likely to spontaneously think about negative racial stereotypes.  And they seemed healthier: 28 percent said they visited a doctor recently, as compared to 60 percent in the control group. 

  
Stanford Report, March 17, 2011

Got an hour? Boost your grades. Stanford psychologists design 60-minute exercise that raises GPAs of minority students

What could you do for an hour in the first year of college that would improve minority students' grades over the next three years, reduce the racial achievement gap by half and, years later, make students happier and healthier?  The answer, Stanford psychologists suggest, involves an exercise to help make students feel confident they belong in college. 

 

BY ADAM GORLICK

  

Along with the excitement and anticipation that come with heading off to college, freshmen often find questions of belonging lurking in the background: Am I going to make friends? Are people going to respect me? Will I fit in?

 

Those concerns are trickier for black students and others who are often stereotyped or outnumbered on college campuses.  They have good reason to wonder whether they will belong - worries that can result in lower grades and a sense of alienation.

 

But when black freshmen participated in an hour-long exercise designed by Stanford psychologists to show that everyone - no matter what their race or ethnicity - has a tough time adjusting to college right away, their grades went up and the minority achievement gap shrank by 52 percent. And years later, those students said they were happier and healthier than some of their black peers who didn't take part in the exercise.

 

"We all experience small slights and criticisms in coming to a new school" said Greg Walton, an assistant professor of psychology whose findings are slated for publication in the March 18 edition of Science.

 

"Being a member of a minority group can make those events have a larger meaning," Walton said. "When your group is in the minority, being rejected by a classmate or having a teacher say something negative to you could seem like proof that you don't belong, and maybe evidence that your group doesn't belong either. That feeling could lead you to work less hard and ultimately do less well."

 

Walton's paper, co-authored by psychology and education Professor Geoffrey Cohen, reports that the grade point averages of black students who participated in the exercise went up by almost a third of a grade between their sophomore and senior years.

 

And 22 percent of those students landed in the top 25 percent of their graduating class, while only about 5 percent of black students who didn't participate in the exercise did that well. At the same time, half of the black test subjects who didn't take part in the exercise were in the bottom 25 percent of their class.  Only 33 percent of black students who went through the exercise did that poorly.

 

Walton and Cohen split about 90 second-semester freshmen at a top American university into "treatment" and "control" groups. About half of the students in each group were black; the others were white.

 

All the test subjects - who were unaware of the full purpose of the exercise - were told the researchers were trying to understand students' college experiences.

 

Those in the treatment group read surveys and essays written by upperclassmen of different races and ethnicities describing the difficulties they had fitting in during their first year at school. The subjects in the control group read about experiences unrelated to a sense of belonging.

 

The upperclassmen had reported feeling intimidated by professors, being snubbed by new friends and ignored in their quest for help early in their college careers. But they all emphasized that, with time, their confidence grew, they made good friends and they developed strong relationships with professors.

 

"Everybody feels they are different freshman year from everybody else, when really in at least some ways we are all pretty similar," one older student - a black woman - was quoted as saying. "Since I realized that, my experience . . . has been almost 100 percent positive."

 

The test subjects in the treatment group were then asked to write essays about why they thought the older college students' experiences changed. The researchers asked them to illustrate their essays with stories of their own lives, and then rewrite their essays into speeches that would be videotaped and could be shown to future students. The point was to have the test subjects internalize and personalize the idea that adjustments are tough for everyone.

 

"We didn't want them to think of difficulties as unique to them or specific to their racial group," Walton said of the black test subjects. "We wanted them to realize that some of those bad things that happen are just part of the transition that everyone goes through when they go off to college."

 

The researchers tracked their test subjects during their sophomore, junior and senior years. While they found the social-belonging exercise had virtually no impact on white students, it had a significant impact on black students.

 

Along with improved GPAs by their senior year, the black students who were in the treatment group reported a greater sense of belonging compared to their peers in the control group.   They also said they were happier and were less likely to spontaneously think about negative racial stereotypes.  And they seemed healthier: 28 percent said they visited a doctor recently, as compared to 60 percent in the control group.

 

Despite the impressive outcomes, Walton and Cohen say the social-belonging exercise isn't a quick fix to closing the academic race gap - a problem fed by a host of issues tied to diversity, socioeconomics and public policy.But their research shows how addressing feelings of belonging can improve student performance. And similar exercises may succeed in addressing concerns about belonging among other groups, like first-generation college students, immigrants and new employees.

 

"This intervention alone is not the answer, but we know more about what types of things help," Cohen said. "The intervention is like turning on a light switch. It seems miraculous when the lights go on, but it all hinges on the infrastructure that's already in place." 

Best Candidates for

CEO of Chicago Public Schools

These are outstanding CEO and Superintendent candidates for any big city school district.

  

Dear Chicago Education Committee and New CEO Selection Committee:

 

Numerous parents and organizations have asked The Black Star Project to

offer guidance and recommend criteria for selecting a new CEO of Chicago Public Schools (CPS).  Based on the input from parents and community members we suggest that viable candidates for CEO of Chicago Public Schools meet nine (9) minimum criteria.

 

Basic Requirements for New CEO of the Chicago Public Schools:

 

1)      Five years of education management experience either in administration, at a school, at the university level or in an educational not-for-profit.

2)      Resident of Chicago who knows the city and has significant history in Chicago.

  

Qualifying Criteria for New CEO of the Chicago Public Schools should have credentials that demonstrate or prove s/he has:

 

3)  Strong relationships with and connections to the higher education community and the business community.

4)     Successful results working with student populations whose demographics are similar to those of the CPS student population.

5)     Varied examples of how s/he encouraged, supported and engaged parents as valued partners in the education of their children.

6)     Strong willingness to include parents and community members in essential decision- making processes designed to successfully educate students.

7)     Nuanced understanding of the connection between academic success and the success of community economies.

8)   Flexibility, sensibility and willingness to work with communities to improve schools.

9)   Track record working with alternative schools and dropout reclamation.

   

1) Paul

Adams is President and Founder of the Providence Schools. 

 

Mr. Adams, the son of a school teacher, is originally from Montgomery, Alabama. He received a BA from Alabama State University.  He grew up during the civil rights movement and participated in Dr. Martin Luther King's march from Selma to Montgomery.  Adams moved to Chicago and earned a master's degree in psychology from Northeastern Illinois University.  In 1971, he was hired as director of guidance for Providence St. Mel School, then a private Catholic high school.  One year later, he became principal.  When the Archdiocese of Chicago withdrew funding from the school in 1978, Adams spearheaded a national campaign to raise money for Providence St. Mel. His dedication became legendary and during the next two decades, Adams successfully transformed Providence St. Mel into a premier college preparatory learning institution for African-American students.  Since 1996, Adams has served as president of Providence St. Mel School, managing an annual budget in excess of $7 million.  He remains very active in planning the curriculum for the school, which has since expanded to include pre-kindergarten, elementary, and middle grades, for a full pre-K-through-12 grade span.  Under his leadership, 100 percent of Providence St. Mel's graduating seniors have been accepted to four-year colleges and institutions of higher learning for more than 30 years.  Upwards of 50 percent of its grads attended top-tier and Ivy League institutions for the past seven years.  To further his groundbreaking approach to education, Adams waded into the public school arena by founding Providence Englewood Charter School.  During the 2006 -2007 school year, he served as its principal while, as part of Providence St. Mel's Leadership Development Program, he and Jeanette DiBella trained the designated, incoming, school principal.  According to Adams, "I learned early on that without a proper education, a person is doomed.  If I could provide the right environment, our children could enter these doors and feel free to learn and prosper."    

 

2) Dr. Victoria Chou  is Dean of the School of Education at University of Illinois at Chicago.

 

Victoria Chou has served as Dean of the College of Education at UIC at Chicago since 1996. Prior to her deanship, she was a classroom teacher, a reading specialist, and a teacher educator and reading researcher. With her colleagues at UIC, she seeks to develop a model "Great Cities" school of education that is relevant and responsive to the third largest school district in the United States. She has secured numerous grants to support the preparation and professional development of excellent teachers for students in Chicago's historically under-served neighborhood schools. She chairs UIC's Council on Teacher Education, is Co-Chair of the Steering Committee of the Consortium on Chicago School Research, and chairs the governing board of the National Teachers Academy-Professional Development School.  Dr. Chou earned her doctorate in education in 1976 from the University of Wisconsin - Madison in Curriculum and Instruction. Dr. Chou's current work addresses how particularities of the urban context should influence literacy education, the education of teachers, and schools of education.

 

3) Dr. Blondean Y. Davis is Superintendent of Matteson Elementary School District 162. 

 

Dr. Davis, selected as the 2008 Illinois Superintendent of the Year from among more than 800 Illinois superintendents, represented Illinois in the National Superintendent of the Year Recognition during the 2008 AASA National Conference.  Dr. Davis was appointed superintendent of District 162 in 2002.  The District has consistently increased its Illinois Standards Achievement Test (ISAT) scores with the most recent composite score on the 2007 ISAT rising to 80 percent, an increase of 45% since 2001. Two of the District's seven schools were ranked on the 2007 ISAT among the top 10 school districts in the southland suburban area of Chicago. Dr. Davis' educational philosophy is driven by the research of Dr. Ron Edmonds, founder of the Effective Schools Movement. According to Dr. Edmonds, "We can, whenever and wherever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do that. Whether or not we do it must finally depend on how we feel about the fact that we haven't so far."  Prior to District 162, Dr. Davis was in charge of daily management of the Chicago Public Schools from 1995 to 2001. She supervised seven regions including 600 schools. She also served the Chicago Public Schools system as Deputy Chief Education Officer, district superintendent, principal, assistant principal, counselor, and teacher. She was Associate Professorial Lecturer at St. Xavier University where she trained prospective principals and was a senior consultant to the Illinois State Board of Education, working with schools that were on the State's Academic Warning List.  

 
4) Dr. Carol D. Lee
is the Edwina S. Tarry Professor of Education and Social Policy at Northwestern University and co
-founder of New Concept School and Third World Press.

Dr. Lee has developed a theory of cultural modeling that provides a framework for the design and enactment of curriculum that draws on various forms of prior knowledge that traditionally underserved students bring to classrooms. She is the author of Signifying as a Scaffold for Literary Interpretation: The Pedagogical Implications of an African American Discourse Genre. She is co-editor with Peter Smagorinsky, of Neo-Vygotskian Perspectives on Literacy Research, published by Cambridge University Press. Her work is published in numerous journals, including Reading Research Quarterly, Research in the Teaching of English, The Journal of Black Psychology, and the Journal of Negro Education, among others. Lee recently completed a research project in a Chicago inner-city high school that involves restructuring the English Language Arts curriculum, including assessment, in ways that build on social and cultural strengths that students bring from their home and community experiences. Her research projects are or have been funded by the McDonnell Foundation's Cognitive Studies in Educational Practice, by the Spencer Foundation, and by the National Center for the Study of At-Risk Children, co-sponsored by Howard University and Johns Hopkins University, and by the National Council of Teachers of English.  Lee is active in the school reform movement in Chicago Public Schools and taught in both public and private schools before assuming a university career. She is a founder and former director of an African-centered independent school in Chicago that is 28 years old, New Concept School. She is also a founder of a newly established African-centered charter school, the Betty Shabazz International Charter School. She engages in professional development activity for teachers both locally and nationally. Lee is past president of the National Conference on Research in Language and Literacy and the chair of the standing committee on research of the National Council of Teachers of English.  

 

5) Robert Runcie is chief officer for Area 17 of the Chicago Public Schools.  

 

Mr. Runcie has served as chief information officer and chief administrative officer for CPS. He is the chief officer for Area 17, a group of elementary schools on the Southeast Side. He is a 2009 graduate of the prestigious Broad Superintendents Academy, a 10-month executive training program designed to train business executives for top management positions in urban school districts. Before joining CPS, Runcie was founder and president of a management consulting and technology service company.  He earned a bachelor'sdegree in economics from Harvard University and a master's degree in business administration from Northwestern University's Kellogg School of Management.  He is an insider and would not have a big learning curve to get to know the system. As chief administrative officer under former CEO Ron Huberman, Runcie drove an initiative to engage parents, teachers and residents in five low-income neighborhoods to think critically about how to improve their schools, with the goal of prodding groups to recommend strategies from the bottom up rather than have them imposed from the top down in typical CPS fashion. Though Runcie was pulled from his central office post, he's still working on the initiative and winning high praise from community organizations.    

 

Based on these criteria, The Black Star Project recommends these 5 candidates (listed alphabetically) be interviewed for the position of CEO of Chicago Public Schools.

 

Sincerely,  

 

 

Phillip Jackson

Executive Director

The Black Star Project

blackstar1000@ameritech.net

www.blackstarproject.org

773.285.9600

__________________________________________________________________________________

 

Below are members of Mayor-Elect Rahm Emanuel's education committee: 
  
Ellen Alberding, The Joyce Foundation

Rev. Dr. Byron Brazier, Apostolic Church of God

Donald Feinstein, Academy for Urban School Leadership
Sherrod Gordon, TARGET Area Development Corporation
Zipporah Hightower, Bethune School of Excellence
Liz Kirby, Kenwood Academy
Tim Knowles, University of Chicago Urban Education Institute
Mike Milkie, Noble Street Charter School
Natalie Neris-Guereca, Dr. Jorge Prieto Elementary School
John Price, John J. Audubon Elementary School
Diana Rauner, Ounce of Prevention Fund
Celena Roldan, Erie Neighborhood House
Monica Sims, John J. Pershing West Middle School
Elizabeth Swanson, Pritzker Traubert Family Foundation

 

Please contact The Black Star Project for contact information for these public servants.

Is it worth one day of your time to learn how to successfully teach Black boys to become strong, positive, educated Black men from four of the best educators in the United States?

Four of the top educators and speakers in the United States who successfully teach parents and educators to help young Black men excel academically will be in Chicago on Saturday, May 14, 2011. Will you?  
  
These teachers of teachers of strong, positive, educated Black boys and young men will convene in Chicago for a once in a lifetime conference on Educating Black Boys for Academic Success! Your schools and school districts probably have money that you can use to attend this conference (travel included).  Call us at 773.285.9600 so that we might help you and your school identify funding sources for this conference. 

Our Dynamic Speakers Are:  
  
Paul J. Adams III 
President and founder of Providence St. Mel (PSM) and Providence Englewood School.  PSM is a high school of national distinction that has sent 100% of its graduating Black boys to college for 29 straight years!

 

He will teach parents, community members and educators to create high schools that successfully educate young Black men.    
Umar Abdullah Johnson
CEO of African American Psychological & Educational Services For Children
Author: The Psycho-Academic War Against Black Boys and Attention-Deficit/Hyperactivity Disorder and Black Boys  
  
He will teach parents, community members and educators to keep Black boys out of special education and away from the psycho-chemical drugs designs to trap Black boys in a chemically induced slavery.  
  
Dr. Jawanza Kunjufu
Author: The Conspiracy to Destroy Black Boys; Understanding Black Male Learning Styles; Raising Black Boys and Keeping Black Boys Out of Special Education
Founder: African American Images 
  
He will teach parents, community members and educators to create elementary schools that successfully educate Black boys.    
  Dr. Alfred Tatum
Author: Teaching Reading to Black Adolescent Males: Closing the Achievement Gap and"A Roadmap for Reading Specialists Entering Schools Without Exemplary Reading Programs: Seven Quick Lessons," The Reading Teacher.
Professor of Education: Univ. of Illinois Chicago
  
He will teach parents, community members and educators to teach Black boys and young Black men to become outstanding readers.
__________________________________________________________________________  
The cost of the conference is $225.00 until April 29, 2011 and $275.00 after April 29, 2011. Space is limited.  A full breakfast and a full lunch will be served.  The conference will be at the Ramada Inn Hyde Park on 50th and Lake Shore Drive, Chicago, Illinois, on Saturday, May 14, 2011. Please call 773.285.9600 for more information or to register for one of the best conferences in decades on educating Black boys and young men. You will leave this conference with skills and the knowledge to immediately improve the way you educate Black boys.  This conference is sponsored by The Black Star Project.

Professor Michelle Alexander

and the

New Jim Crow

American Social Justice Campaign 

Is Coming to New York City, New York

People from Manhattan, The Bronx, Brooklyn, Staten Island, Queens, Long Island, New Rochelle, Yonkers, Albany, Buffalo, Syracuse, Mount Vernon, Schenectady,
Utica, Hempstead, Brookhaven, Islip, Oyster Bay and White Plains - New York; Stamford, Danbury, Bridgeport, New Haven and Waterbury - Connecticut; and Newark, Paterson, Jersey City, East Orange, Trenton and Elizabeth - New Jersey are invited to this event.

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