2015 BACK TO SCHOOL SUPPLEMENT
S.T.E.A.M. Science, Technology, Engineering, Arts, and Math
PRESENTED BY
Educational Trends Change – Just Like Life
Since the U.S. first established the public education
system, there have always been trends and philosophies that determined how students should be engaged in the classroom.
Over 100 years ago, students only had a few hours to
learn because they were also responsible for completing their chores in the field. Thus, teachers emphasized just a few things like handwriting, mathematics and English – often referred to as “reading, writing and arithmetic.”
As the country shifted from an agrarian economy to
machinery, corporations and today, technologically-based industries, the kinds of skills that were required for those jobs also changed. That made for a new configuration in classroom instruction.
In recent years, given the expansive development of
technology – and its importance in almost every phase of our lives, educators concluded that students needed courses related to science, technology, engineering and mathematics. That seemed to be the best answer.
However, not all students were wired for STEM-based courses. The curriculum prepared
students for a variety of jobs that paid substantial wages. But some students were left behind, In Memoriam Dr. Calvin W. Rolark, Sr. Wilhelmina J. Rolark THE WASHINGTON INFORMER NEWSPAPER (ISSN#0741-9414) is published weekly on each Thursday. Periodicals postage paid at Washington, D.C. and additional mailing offices. News and advertising deadline is Monday prior to publication. Announcements must be received two weeks prior to event. Copyright 2015 by The Washington Informer. All rights reserved. POSTMASTER: Send change of addresses to The Washington Informer, 3117 Martin Luther King, Jr. Ave., S.E. Washington, D.C. 20032. No part of this publication may be reproduced without written permission from the publisher. The Informer Newspaper cannot guarantee the return of photographs. Subscription rates are $45 per year, two years $60. Papers will be received not more than a week after publication. Make checks payable to: THE WASHINGTON INFORMER 3117 Martin Luther King, Jr. Ave., S.E Washington, D.C. 20032 Phone: 202 561-4100 Fax: 202 574-3785 news@washingtoninformer.com www.washingtoninformer.com
struggling and miserable. What they missed was the opportunity to express themselves in the arts. What they lacked was the chance to find their creative eye.
It was a tough lesson for educational experts to learn – and many children suffered along the
PUBLISHER
way.
Denise Rolark Barnes
STAFF D. Kevin McNeir, Managing Editor Ron Burke, Advertising/Marketing Director
Today, there’s been an adjustment in the core curriculum in most states. The arts are slowly
being added back into the classroom lineup. Music, dance, art and creative writing, once deemed to be luxuries, have now become necessities for a quality education.
That’s a good thing too because some children, no matter how much they study, will never
become competent engineers, computer experts or physicists. But they may have what it takes to
Lafayette Barnes, IV Assistant Photo Editor
develop into the next Picasso, Bearden, Stevie Wonder or Maya Angelou.
John E. De Freitas, Sports Photo Editor
Dorothy Rowley, Online Editor
case scenario for a top-notch education will evolve as the job market calls for different sets of skills.
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And those who plan the curriculum for young learners will have to make adjustments too so that
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what’s taught in school will help make graduating students more competitive in the global job
Mickey Thompson, Social Sightings Columnist Stacey Palmer, Social Media Manager Angie Johnson, Circulation REPORTERS
Educational trends will continue to change because the world continues to change. The best
market.
Reading, writing and arithmetic will always serve as the foundation of the educational experi-
ence. But as the 21st century continues to unfold, and as technological advances push us toward places that the world has never seen, we’ll inevitably find that the classroom will become a new and different place.
Stacy Brown, Sam P.K. Collins, Eve Ferguson,
Yes, the times, they “are a changing.”
Elton Hayes, Kia Croom, Sarafina Wright
It’s time for classes to begin once again. School bells are about to ring. And the excitement
PHOTOGRAPHERS
that comes when a child learns and then masters a new concept, a new vocabulary or a new form
Shevry Lassiter, Roy Lewis, Corey Parrish,
of mathematics, will make the work that goes into educating young minds well worth our invest-
Travis Riddick, Nancy Shia
ment of time and money.
The best investment we can ever make is one that involves a child. And that’s something that
will never change. n D. Kevin McNeir Managing Editor, The Washington Informer
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Full S.T.E.A.M. Ahead: Cultivating Minds During Out-of-School Time By Peter Guttmacher Soon, yet another summer will come to close. And in it our young people have grown and experienced new things, engaging their bodies and minds in ways we hope will prepare them for the coming year. For it is time to go back to school – and afterschool. Over the year ahead, our youth will continue to grow in a wider variety of settings than we may realize. There is of course the formal, school-day classroom. But growing minds don’t stop growing when the final school bell rings each day. The District’s rich assortment of out-of-school time programs are key factors in young people’s emotional, spiritual, cultural and intellectual development. In this less formal arena, practitioners can frame learning through the kinds of hands-on, project-based experiences that put potentially abstract skills and concepts into the real-world context of doing. With the freedom to meet young people where they are, create opportunities for leadership and promote collaborative work – these experiences can ignite student curiosity and confidence that truly impact student success. And nowhere is this engagement more intentional or innovative than in S.T.E.A.M. (Science Technology Engineering, Arts and Math) programming. In today’s creative economy, mastering facts and content is no longer enough. Young people must know how to think. And the habits of mind involved in S.T.E.A.M. exploration are tailor made to develop pathways to adult success. Projects that involve problem solving, the
communication of ideas, the cultivation of individual identity and the ability to work within a group – best reflect the realities of how young people will be able to adapt and prosper in the 21st century. With the ability to strategically support Common Core and Next Generation Science standards, while not being limited to the exact scope and sequence of any specific syllabus, out-of-school time programs have the agility to tailor learning experiences and the luxury of an open schedule in which to do it. This allows the key, multi-step learning processes of inquiry and experimentation to flourish. Young people can feel more like explorers, team members, builders, creators, designers, advocates, presenters, researchers, and doers….and less like students. If we cast our minds back to our own development, we’ll recall that young people want to be successful today….and not just in the future, years from now when they are adults. What do all these words mean to you? As this new season of learning gears up – think of the whole day as the precious timeframe in which your young person is learning and growing. Explore the incredibly rich diversity of outof-school time youth programs, by visiting our website at www. dctrust.org. Find out what’s happening at DC’s libraries. Check out programming at your local parks and recreation center. There are more opportunities out there – than many of us imagine in our collective rush to get ready for “school.” Whether it’s designing jewelry through using computer code – being part of a citizen science
In today’s creative economy, mastering facts and content is no longer enough. Young people must know how to think.
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team that explores the Anacostia River – creating videos or apps to raise awareness on issues they care about – or using cooking as a way to explore culture, budgeting and chemistry – there are so many opportunities after the bell for our kids to broaden experience, grow skills, and begin to forge the pathways to where they want to go. Peter Guttmacher is the director of programming and curricula development at DC Trust and is also the author of many books and articles for and about young people. n
Photo Credit: Boys & Girls Clubs of Greater Washington
ABOUT DC TRUST DC Trust empowers youth to use their talents in creating successful lives through aligning resources, building systems and connecting partners. Since 1999, DC Trust has invested over $100 million in high-outcome programs and youth development worker capacity building with measurable impact to unlock the intrinsic potential of every DC youth. As a non-profit partner to DC government, DC Trust is the only organization that brings together city agencies, public schools, employers and community groups to expand services and opportunities for youth in the District. Our work combines thought leadership, capacity building and effective grants management to help create and support the most effective programs for the District’s youth. Learn more at dctrustforyouth.org “ I believe in the power of narrative to change perspectives, drive empathy and motivate people towards action for change.” ED DAVIES/EXECUTIVE DIRECTOR, DC TRUST
SHOPTALK STORYTELLING SERIES For decades, the barbershop has served as a cultural hub for communities of color. It's a safe space to convene, fellowship and dialogue about issues of importance, as well as to share personal insights, experiences and challenges in a raw and unfettered manner. DC Trust is now capturing many of these conversations through ShopTalk, a transmedia storytelling series that uses the barbershop as both a springboard and muse for exploring the multifaceted lives of young men of color growing up in Washington, DC. Topical episodes on juvenile justice, health, school readiness and education reform will continue to paint a localized portrait of the state of young men of color in the nation’s capital. Join the conversation #ShopTalkDC
‘cme4me’ YOUTH PERCEPTION CAMPAIGN For our youth in DC to truly thrive, we must create a narrative that helps young people - especially youth of color - to be viewed differently by adults who can create pathways to opportunities for success, and also to view themselves differently in order to feel worthy enough to pursue those opportunities. That's why DC Trust created cme4me (pronounced “see me for me”), a citywide youth perception campaign designed to create an environment that recognizes and celebrates the creativity of DC youth, while linking them to 21st century workforce development opportunities that lead to internships and real paying jobs in the creative economy. The power to change resides in our youth’s voices, in their words and in their images. cme4me amplifies young people’s voices by helping them to create and share a glimpse of their reality so that we can see them for who they really are. Follow the movement at cme4me.org
2015 BACK TO SCHOOL SUPPLEMENT – AUGUST 2015 / www.washingtoninformer.com
Always Looking Up: Pathways to STEM/STEAM For Underserved Communities of love for me. A labor to make sure underserved kids get support in STEM/STEAM. Every day I see those bright, brown eyes looking up at me with expectation and hope. This is different from play time--they’re ready to learn. Their excited about it. Germanee hops from one leg to another; Dametrian is hanging on to my elbow, and I am buoyed along by a host of smiling faces and happy feet. They are looking up at me. They are all looking up—and that’s the way they should stay, always looking up. Saving Lives and Minds Afterschool Academic Performance program is important to me, because of how important it is to these kids. I know that the preschool to prison pipeline is real. How kids engage with education matters, and we know from over 100 years of research that shows the average student scores lower on standardize tests at the end of summer vacation (Summer Learning Association).
Cheryl Hart-Johnson Director, Youth and Prevention Services CBM National Submitted in partnership with DC Trust Every day when I arrive at Savoy Middle School where the CBM National Saving Lives and Minds Afterschool Academic program (SLAM) operates, there is an excitement in the air with the electricity of young lives. Unabated energy zig zags this way and that, populating the minutes as students anticipate the day’s after school activities. Usually I arrive with snacks in tow, lugging them directly from the CBM National office. This is SLAM. The place where the CBM Summer Camp Experience takes life in the summer and the site of perhaps DC’s only STEM Carnival, which kicks into gear at the close of semester. This has been a labor
Afterschool and out of school time learning is critical, and it’s something most inner city and underprivileged kids won’t get. Our program specifically targets math and reading comprehension, two areas where kids from lower income levels struggle in contrast to their more affluent peers. I direct two programs that serve these precious babies; the Saving Lives and Minds Afterschool Enrichment program, and the CBM Summer Camp along with our Annual CBM STEM Carnival. I employ a small but wieldy staff of caring facilitators, Brenda, Sharon and Phillip. They are my small army of compassion, bring STEM/ STEAM education to underserved students in Washington, DC. The program introduces DC Public School students to 3D SCRATCH Coding and programing, robotics, physics, animation, and digital arts. This is more than just a job for us, it’s a calling to educate our
youth—and in many cases save lives. Lots of people don’t know that when a child must repeat a grade, it is the emotional equivalent of losing a parent. This kind of loss is huge in the life of a child at any age and at any income level, but when that loss is coupled with a lack of resources in the home and socioeconomic struggles, it can be a detrimentally life changing event. So in a real sense, we’re keeping them on the right track, and out of the preschool to prison pipeline. Our kids need school administrators, foundations, and legislators as well as the religious and business community fighting for their educational achievement. This happens when our legislatures pass bills like the 21st Century Community Learning Center (21st CCLC) Initiative and Afterschool Meals Act. It happens when granting foundations and local governments put children’s Continued on Page BS-5
City Gate For more than a decade City Gate has been providing quality out-of-school-time programs for disadvantaged children in underserved neighborhoods of Washington, D.C. and Prince George’s County. Our FREE programs include:
Engaging, Enriching, Empowering Children, Families, Communities
CFC# 83434
www.city-gate.org
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skill building software homework help hands on science reading groups life skills development field trips family literacy weekday meals
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learning first by well funding programs that help kids stay in school and learn. Nearly 80 percent of the kids in our program have increased their Math proficiency in the last calendar year by at least one grade level. They also express greater interest in STEM and higher education. According to National Science Foundation’s 2011 figures, 17 percent of all US fourth grade students scored below basic math and science levels; however, that number doubles among Black, Hispanic and Native American students (32-34%). Those are the kids I work with every day. Little brown faces that want the same kind of happiness we all do; who want to learn and really have fun with math and science concepts. The CBM STEM Carnival introduces underserved students to STEM/STEAM education and
that helps them to make critical choices about how they engage with education in and outside of the classroom. We engage students in Camp Special EFX, Paleontology discovery, Culinary Scientists, the National Association of Black Scuba Divers and Skype Storypals to broaden their horizons in STEM/STEAM. Every day I am struck by just how vital SLAM, CBM Summer Camp and the CBM STEM Carnival becomes for underserved communities. The fact is, American students regardless of economic status, test lower in math and science behind students in less developed economies like Singapore and Northern Ireland. So every time I step into my school, these eager bright young minds remind me that we can do better. With more funding, corporate, public and private support, as well as a healthy commitment to volunteerism, we can make
America number one in youth STEM education. At the end of the day, when I am spent, and the last parent arrives to pick up their darling child, I and my staff prepare for home. We gather our equipment, pick up bits of discarded paper and wash away the last Crayola marks. We’re exhausted, but heartened. We will do it again tomorrow. But we will do it all for them—they are our future and that is why I am writing today—to talk about them. So, then we lock the doors, turn off the lights and collectively, we don’t hope for a brighter tomorrow—we create one. Join me, and let’s do it together. n
The Fishing School In 1990, Tom Lewis opened the doors of The Fishing School. 25 years later, TFS is still committed to serving youth and families through high-quality out-of-school time programming at four partner schools in Wards 6, 7, and 8. TFS’ proprietary STEAM curriculum helps participants apply math and reading concepts, build exposure to the sciences, and develop critical thinking skills.
25 Years of Changing Lives BS-5
www.FISHINGSCHOOL.org
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HELP KIDS GET IN TUNE WITH THEIR POTENTIAL Students who play music do better in Science Technology Engineering Arts and Mathematics (STEAM) and have a chance at a brighter future. Help FAME get them access to instruments, instruction and performance opportunities. Keep the music playing at 301.805.5358 info@fameorg.org
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Gaining STEAM in Education By Stacy M. Brown WI Contributing Writer Anne Jolly knows that a tug of war looms between proponents of STEM education – science, technology, engineering, and math – and those who advocate for STEAM lessons, which add art to the mix. Jolly, who taught middle school science for 16 years and was once named Alabama State Teacher of the Year, said whichever side an individual might be on, there’s something for everyone to mull. “First, consider the why and what of STEM education,” said Jolly, who writes a column for Education Week and is a virtual community organizer for the Center for Teaching Quality. Jolly also blogs regularly at STEM by Design. Both private and public sectors report that 21st-century workers require skills that many of today’s graduates don’t have, Jolly noted in a recent post. Students need more in-depth knowledge of math and science, plus the ability to integrate and apply that knowledge to solve the challenges facing our nation, she said. Children who study STEM also develop a variety of skills that are essential for success: critical thinking and problem solving, creativity and innovation, communication, collaboration and entrepreneurship, to name a few. Recently, the idea of adding the arts to STEM programs has been gaining momentum. Surprisingly, Jolly said she’s heard push-back from both camps. Proponents said STEM lessons naturally involve art (for example, product design), language arts (communication), and social studies and history (setting the context for engineering challenges). Additionally, STEM projects do not deliberately exclude the arts or any other subject; rather, these subjects are included incidentally as needed for engineering challenges. The focus of STEM is developing rigorous math and science skills through engineering. With that, Jolly asked, “How can you focus on other subjects such as art without losing the mission
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of STEM or watering down its primary purpose?” Arts proponents note that engineering and technology can certainly serve the artist and help create art. “But if we’re talking about how one can use art in engineering … as an artist, it seems we’re missing the point and devaluing, or not realizing, art’s purpose and importance. We have it backwards,” she said. In a post for the educational magazine Inside Higher Ed, Gary S. May argued that STEM should stay as it is because education policy has yet to fully embrace the concept it represents – and that concept is more important than ever. “No one – least of all me – is suggesting that STEM majors should not study the arts. The arts are a source of enlightenment and inspiration, and exposure to the arts broadens one’s perspective,” said May, the dean of the Georgia Tech College of Engineering. “Such a broad perspective is crucial to the creativity and critical thinking that is required for effective engineering design and innovation,” he said. “The humanities fuel inquisitiveness and expansive thinking, providing the scientific mind with larger context and the potential to communicate better. Still, the clear value of the arts would seem to make adding “A” to STEM a no-brainer, May added. And, to help underscore why STEAM matters not just domestically but around the globe, John Cridland, the head of Great Britain’s Confederation of British Industry, said teenagers should be encouraged to study the arts at school to make sure the computer games of tomorrow are not designed by “a spotty nerd.” Cridland reportedly wants a drive to persuade schools to adopt the mantra of promoting STEAM subjects. “One of the biggest growth industries in Britain today is the computer games industry,” he said. “We need extra coders, dozens and dozens of them but nobody is going to play a game designed by a spotty nerd. We need people with artistic flair.” n
The arts are a source of enlightenment and inspiration, and exposure to the arts broadens one’s perspective.
2015 BACK TO SCHOOL SUPPLEMENT – AUGUST 2015 / www.washingtoninformer.com
GARY S. MAY, DEAN OF THE GEORGIA TECH COLLEGE OF ENGINEERING
Back-to-School Health: Finding Your Child a Medical Home
By Dr. Megan Hollis This August, families are preparing for a new school year. For many parents, that means going to the doctor to get our kids their required check-ups. A yearly well-child visit is a great first step in keeping our children healthy, but is it enough? Children deserve the best healthcare they can get. This begins with having a “medical home,” a place where your doctor knows your whole health story. I have been a primary care doctor in DC since 2012, now working at Community of Hope’s Conway Health and Re-
source Center. Every day I see why every family should have a medical home. When you have a medical home, you have a relationship with a trusted doctor who knows you. They know your history and keep track of your conditions and medications. People of all ages can benefit from having a medical home, especially children. In a medical home, your doctor can get to know the big picture of your family’s health. For example, if I am helping a mom manage her diabetes, I know to look for signs of it in her kids. If one child has asthma, I will watch the brothers and sisters for symptoms as well. Medical homes also help guide you through the complex healthcare system. Does your family have many doctors who provide dialysis, physical therapy or other specialty care? It can be a lot to manage. A medical home can help you keep track of it all. A medical home also encourages you to keep coming back to the same doctor over time. Here at Community of Hope, we have some adult patients who have been
seeing us since they were children. Some are now bringing their kids to see us, too. In fact, we now have a baby whose mother and grandmother have been our patients too. Those long-term relationships make it easier to give and receive great care. Sadly, less than half of DC children have a medical home, according to the Child and Adolescent Health Measurement Initiative. Of children whose family income is below the federal poverty line, only 38% are getting the complete care they deserve. What’s the alternative? For families who don’t have a regular doctor, parents may take their children to the emergency room when a problem comes up. In the case of asthma, a good doctor might have spotted symptoms and offered care before it became an emergency. So as you schedule those backto-school check-ups, maybe now is the time to find your kids a medical home. As a doctor, I urge you to find a provider who will take the time to get to know your family. Community health centers like Community of Hope are a
great place to start. We can get you scheduled within just a few days. While you’re here, check out our dentistry and other services. We are accepting new patients of all ages,
and hope you will come visit us. Dr. Megan Hollis is the Medical Director at Community of Hope’s Conway Health and Resource Center, located in Bellevue. n
Children deserve the best healthcare they can get. This begins with having a ‘medical home,’ a place where your doctor knows your name and your story.
HEADED BACK TO SCHOOL? VISIT THE CONWAY
HEALTH AND RESOURCE CENTER
Don’t forget to schedule your child’s dental cleaning, required shots and annual physical!
✔ Now Open Saturdays ✔ Same-Day Appointments ✔ Most Insurance and Medicaid Plans Accepted
202.540.9857
MEDICAL APPOINTMENTS
This program is funded in part by the Government of the District of Columbia, Department of Health’s Community Health Administration.
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202.540.9862 DENTAL APPOINTMENTS
Jasiah Morgan, Ward 8 Student
4 Atlantic Street, SW
Our Family Caring for Yours
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A Letter Dedicated to My Guardianship Angel My name is Cierra. I am 17 years old, and I recently received my high school diploma. I have been accepted to two colleges and will make my selection in the coming week. I plan to pursue a degree in psychology and ultimately receive a Master’s degree in social work. I believe I can make a difference in the world. However, four years ago, I never envisioned that my life would be so clear, until I met my “Guardianship Angel.” At age 8, I entered foster care with my seven siblings. Throughout my journey, my attitude was angry, frustrated, and not trusting of anyone. I had multiple placements and several different social workers. Because there were eight of us, we were never placed together. After being in foster care for two years, my goal changed to adoption. I watched my younger siblings get adopted and wondered would this ever happen for me? At age 14, I had an adoption disruption. The emotional rollercoaster of feeling connected, then rejected, was painful. At 2 a.m., the placement team contacted Ms. Duncan, a foster parent, and explained I needed a placement. I heard as Ms. Duncan stated “send her right over.” Immediately, after hearing her voice, I felt something different; however, I quickly told myself not to get excited. When I arrived, Ms. Duncan welcomed me, but I was not going to be fooled by her kindness, so I gave her attitude. She dismissed my attitude and continued to be kind towards me. The next morning, she made breakfast, we sat down to eat, and she laid out her rules for her home and expectations of how she wanted to be treated. But she also asked me what I expected from her and what I would need from her to make our living together successful. No one had ever asked me that before. For the next year, we had our ups and downs, but the love and trust that has developed between us is something that I hope all youth in my situation have an opportunity to experience. After being placed with Ms. Duncan, I made the honor roll consecutively, connected to wonderful programs, and heard repeatedly that I am valued. I love her. As an older teen in foster care, I did not imagine I would find a placement that would last. Today, I know I have a lifelong connection. In 2013,
Ms. Duncan became my legal guardian and to me, she is my mom. Mom, thank you for being dedicated and patient, for equipping me to want a future, for providing quality talks, and for teaching me to become something I couldn’t imagine four years ago: inspired. District residents: Please take a chance on teens in foster care. We need parents like my mom who are patient and dedicated and provide consistent structure and guidance even when we are challenging. Having the right placement has made the difference in my life, and I thank my mom for taking a chance on me because I am a wonderful individual who was a child in foster care. We are worth it. I know now that I am!
For more information about becoming a DC foster parent call 202.671.LOVE (5683). @DCCFSA
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www.fosterdckids.org
DC’S CHARTER SCHOOLS: LEADING EDUCATION REFORM IN THE NATION’S CAPITAL! WARD 1
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WARD 2 BASIS DC PCS
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Visit Our Website: www.dcacps.org or email us: redelin@dcpcsa.org
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Charter Schools Lead The Way With S.T.E.A.M. Academics By Dr. Ramona Edelin As the cutting-edge of education shifts from STEM—science, technology, engineering and math—to STEAM, adding the arts as core disciplines, we are reminded that schools change with the world. The skills required for the new century need to be taught early on, because our children will require them to succeed in an increasingly competitive global economy. In this, the District of Columbia’s chartered public schools, with their freedom to innovate while being held accountable for improved student performance, can lead the way. Educating 44 percent of District public school children, charter schools have been trailblazers in education reform. When the first charters opened nearly 20 years
ago, an estimated half of D.C. students dropped out before graduating. Today, graduation rates have never been higher, with charters 10 percentage points higher than the traditional public school system. The more students who graduate high-school, the greater the number who can be accepted to, and graduate from, college. Tuition-free and open to all D.C.-resident students, many public charter schools utilize STEAM subjects to prepare their students for college and life. One such school on Martin Luther King, Jr. Avenue opened a brand new $18 million highschool campus only last school year. The state-of-the-art facility at Friendship’s Technology Prep Academy boasts a SMART lab, designed to provide the STEAM
skills necessary for the 21stCentury. This is more than about teaching students how to use technology; the idea is to offer the opportunity of using technology to learn. Also situated within the newly-built school building are robotics and other science labs, as well as a greenhouse. This year, the first seniors of this public charter high school graduated, and 97 percent were accepted to college. The principal of Tech Prep middle school, Patrick Pope, with three and a half decades’ experience in D.C.’s traditional public schools, has articulated the value of adding the “A” for arts to “STEM.” In an interview with D.C. education blogger Natalie Wexler, Pope said of the arts side of STEAM: “it is an easy way to get kids engaged,” giving them “the opportunity to feel school is a positive, challenging place, where their particular talents will be tapped and grown.” Just down the road from Tech Prep, another public charter school, Excel Academy, also on Martin Luther King Jr. Ave., in D.C.’s historically underserved Ward Eight, offers STEAM academics through
an all-girls school, a first for the city’s public charter schools. Charter schools such as these are providing important and relevant education in the form of STEAM, and preparing the next generation in the nation’s capital for their future, which has been chronically ignored in the past. More than providing quality time in class with highly-skilled and devoted instructors, charters also teach the rising generation how to be lifelong learners--perhaps the most important skill of all. This need has been too long neglected. One third of African-American students nationwide drop out of high school, according to John Hopkins University. Only one in 10—representing half of our community here in D.C.—access education beyond high school, the Center for American Progress has found. Two-thirds of those who do enroll in full-time four-year college courses do not graduate, usually for non-academic reasons. These alarming facts translate into even more worrying realities. African-Americans are twice as likely to be unemployed as their
white peers; and African-American children are three times more likely to live in poverty, U.S. government statistics report. STEAM education offers the adults of tomorrow the skills they will need to thrive and raise future generations. But D.C.’s chartered public schools do not stop there. They also are persistently proactive in providing the social and emotional supports that children from underserved communities too often cannot access—and without which, they will struggle to take advantage of educational opportunities. As the new school year begins, let us make a commitment to extending STEAM curricula in both chartered public schools and their traditional counterparts—and let those schools learn from each other. It is only by applying best practices and changing the game for urban youth that all of the District and our nation can move forward as one. We’ve been waiting for too long. Ramona Edelin, Ph. D. has served as Executive Director of the District of Columbia Association of Chartered Public Schools since 2006. n
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APPLYING OUR ENERGY
FOR A BRIGHTER TOMORROW. We are proud to encourage the integration of S.T.E.A.M. (science, technology, engineering, arts and math) curriculum in our region’s schools and support its role in shaping the leaders of tomorrow.
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