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Roosevelt 2009

ideas
10 for

education
10 Ideas for Education
Summer 2009

National Director
Hilary Doe

Chair of the Editorial Board


Gracye Cheng

Director of Center for Education


David Carlson

Senior Fellow for Education


Matthew Corritore

National Editorial Board


Clayton Ferrara
Frank Lin
Fay Pappas
Melanie Wright
Yunwen Zhang

The Roosevelt Institute Campus Network


A division of the Roosevelt Institute
2100 M St NW
Suite 610
Washington, DC 20037

Copyright 2009 by the Franklin and Eleanor Roosevelt Institute.


All rights reserved.

The opinions and statements expressed herein are the sole view of the
authors and do not reflect the views of the national organization, its
chapters, or affiliates.
ideas
10
for
education
This series was made possible
by the generosity of
Mr. Stephan Loewentheil.
P
Table of Contents
Leveling the Playing Field: Universal Pre-K Education 8
Allison Frankel and Jessica Halpern

Trickle-Down Education: University-Public School Partnerships 10


Kirsten Hill and Chris Holdgraf

Reducing Summer Learning Loss in New York City 12


Mary Williams

The Youth Violence Prevention Program 14


Natalie Doss

Redistrict Elementary Schools to Promote Economic Diversity 16


Elizabeth Setren

Optional Childcare Certification 18


Gabriel A. Buzinski

Closing the Education Gap for Special Needs Students in Prison 20


Seth Extein, et al.

Modernizing School Lighting 22


Kathleen Henning and Daniel Hessel

Affirmative Action Centered around Economic Status 24


Kareem Kalil

Universal Counseling 26
David Weinberger

Think Impact Profile: Healthy Eating after School 29


Raul Mendoza
p Letter from the Editor
E arlier this year, the Roosevelt Institute Campus Network adopted Think Impact, a
model that re-emphasized our organization’s founding goals of looking to young people
for ideas and action, twin forces necessary in the pursuit of change.

The ideas you will read about in this year’s first 10 Ideas series are the result of the ad-
mirable creativity, hard work, and scholarship of Roosevelters. These publications—on
Defense and Diplomacy, Economic Development, Education, Energy & the Environment,
Equal Justice, and Health—are also a testament to these authors’ engagement with the
world. In environments that can be insular, Roosevelters show a willingness to look out-
wards, to think critically about problems on a local, state, and national level.

But, to this end, these publications should only serve as a starting point of a greater
process. Roosevelters must be willing to act in the communities where these ideas can
most effect positive change. For concepts that you find inspiring, we hope that you are
motivated to leverage them for the benefit of your own campus, city or state, and that
you seek out channels and movements through which to bring these ideas to fruition.
And, in instances where you disagree, we hope that you are challenged to see how you
might improve on or adapt an idea.

Gracye Cheng
Chair of the National Editorial Board
Strategist’s Note P
Welcome to the first edition of 10 Ideas
for Education, the education policy journal of
the Roosevelt Institute Campus Network and one of the six 10Ideas journals released by
Roosevelt this year. The publication of this journal could not have been more aptly timed.
With a major reinvestment in American education already underway, a renewed national
interest in education reform and growing economic pressure to improve our schools,
education has received more attention than ever before and the demand for excellence
in education has never been greater.

Recent innovations have lead to notable reform and inspired a new generation of lead-
ers and thinkers to invest in education. Charter schools, teacher incentive programs, and
standards-based reforms have taken root in districts across the nation and have been
the catalyst for not only changes in schools but also innovative thinking in education.
Never before has the realm of possibilities been so broad, and never before have people
dreamed to think so boldly about American education.

With these ten innovative policy proposals, we aim to propel the national discussion
about the future of education in America in an even bolder direction. From Elizabeth
Setren’s creative approach to increasing income equality to Kirsten Hill’s idea to harness
the talents of college students to meet the needs of underserved elementary schools,
the Roosevelt Institute chapters addresses the challenges of today’s education system
with the innovation to set bold new standards for tomorrow.

Our unique perspective as students provides us the insight and experience to witness
first hand the application of the policies we analyze. We have been taught in public
schools that have failed to meet students’ needs, felt the pressures of paying for college,
and realized the power of successful education. Through this personal experience and
our insight into progressive policy, Roosevelt Fellows have passionately and intelligently
attempted to tackle some of the toughest questions in education today.

Collaborating with our authors on these proposals has reaffirmed our confidence in the
power of student ideas. In reading their work, we have been encouraged to think boldly,
motivated to analyze critically, and inspired to see past the politics of today into the
possibilities of tomorrow. We invite you to share the energy we feel and hope you enjoy
reading the 2009 10Ideas for Education as much as we have creating it.

David Carlson
Lead Strategist for Education Policy
Leveling the Playing Field:
Universal Pre-K Education
Allison Frankel and Jessica Halpern, University of Wisconsin - Madison

The state of Indiana should initiate a universal Pre-K program so as to afford all
children the opportunity to succeed.

Indiana is one of only twelve states that does not offer some form of state funded pre-K.
Georgia became the first state to offer universal pre-K in 1995 and now serves 58% of
four-year-olds in the state. After Georgia’s pilot program proved effective, Oklahoma
became the second state to initiate universal pre-K, in 1998. Sixty-eight percent (68%) of
Oklahoma’s children are covered under this program. Florida’s universal pre-K program
was jumpstarted by a 2002 state constitutional amendment and now serves 57% of its
four-year-olds. These states demonstrate that universal pre-K is not only possible, but
also profitable. Evidence clearly shows that universal pre-K improves graduation rates and
reduces crime rates, all while
raising future revenue for the
state. Key Facts
• Indiana is one of only twelve states that does
The Political Will Is There not offer some form of state funded pre-K. Three
states, Florida, Georgia, and Oklahoma, have ini-
In light of the current eco-
tiated universal pre-K programs.
nomic state, many lawmakers
• Universal pre-K is cost-effective. Oklahoma spent
are wary of raising taxes and
$3,433 per child in 2007, and enrolled 68% of its
adding new government pro-
four-year-olds in state-funded pre K. Washington,
grams. However the state will
however, which only provides pre-K education
not only earn back every pen-
to low-income families, spent $6,010 per child in
ny it invests in universal pre-K,
2007, but only enrolled 6% of its four-year-olds in
but recieve a 7 to 1 return on
state-funded pre K.
its investment. The fact that
• Conservative estimates show that for every dollar
so many states are investing
invested in universal pre-K, the return is $7 based
in these programs show that
on increased future earnings and tax revenues
the political will is there. Al-
for participants, and reduced costs of remedial
most 7 in 10 voters want state
education and justice system expenditures.
and local governments to
provide voluntary pre-k for all
children.

Funding Options Are Available


Different funding options for universal pre-K are appropriate for different states. Geor-
gia’s universal pre-K program is fully funded through a tax on lottery funds, which has
proven highly successful. We believe that in Indiana, a tax on alcohol is the most effective
way to raise revenue for this program. The alcohol tax in Indiana has not been raised
since 1981. If the state of Indiana raises its tax on cases of beer by only 26 cents, bottles of
wine by only 9 cents and fifths of liquor by only 53 cents, the state could raise $42 million.
This tax could then be increased incrementally to ensure full coverage of pre-K.
Potential Objections to Funding Options
New taxes attract controversy and complaint by default, and in this case, the alcohol
industry will undoubtedly object. Their objections, though, are countered with the fact
that a so-called “sin tax” has already proven effective in Georgia. Sin taxes are particularly
effective for pre-K education because they do not compete with other priority children’s
programs. Furthermore, they do not require repeated legislative approval. A sin tax on
alcohol is most suited for Indiana, considering that the existing tax has not been raised in
almost three decades. Marginally increasing the tax on alcohol will ensure quality pre-K
education for all of the children in Indiana.

Talking Points
• Pre-K puts our youth on an even playing field and affords all children the chance
to succeed. After Universal pre-K was initiated in Oklahoma, test scores for His-
panic children improved by 54%, and for African American children by 17%.
• Pre-K provides students with greater opportunity for success in school. Children
who attend pre-K programs are 29% more likely to graduate from high school.
• Pre-K reduces crime. Children in Chicago who did not attend pre-K were 70%
more likely to be arrested for a violent crime by age 18 than their peers who at-
tended pre-K.
• In light of the current state of the economy it is essential that Indiana provide
its children with the tools they need to succeed in the future. Forty-year-olds in
Michigan who attended pre-K as children had a 33% higher average income than
their peers who did not have a pre-K education.

Next Steps
The first step is to raise awareness about the benefits of pre-K education. Next, the legis-
lature must introduce a bill increasing the alcohol tax. These funds should then be used
to initiate a universal pre-K education program.

Sources
The State of Preschool: 2007 State Preschool Yearbook.”
NIEER. “Economic benefits of quality preschool education for America’s 3 and 4-year olds. It’s estimated for
every dollar invested, the return is $7, based on the reduced costs of remedial education and justice system
expenditures, and in the increased earnings and projected tax revenues for participants. (Accessed May 6,
2009)
Gormley, William Jr, and Phillips, Deborah. 2005. The Effects of Universal Pre-K in Oklahoma:
Research Highlights and Policy Implications. The Policy Studies Journal 33, no.1 http://www.tecec.org/files/
PK_Oklahoma.pdf (accessed May 6, 2009).
PreKnow. “Fact Sheets: The Benefits of High Quality Pre-K.” PreKnow. www.preknow.org/policy/factsheets/
benefits.cfm (accessed March 30, 2009).
Join Together. “Indiana Lawmakers Propose Doubling Alcohol Tax.” 3 April, 2009. (accessed May 6, 2009)
http://www.jointogether.org/news/headlines/inthenews/2009/indiana-lawmakers-propose.html

9
Trickle-Down Education:
University-Public School Partnerships
Kirsten Hill and Christopher Holdgraf, Tulane University

In order to improve child literacy and bridge the gap between academia and the
surrounding community, the percentage of Federal Work-Study funds allocated
to public service work should increase from 7% to 14%. This increase in funds
should be dedicated to public elementary school literacy programs run in part-
nership with a local university.

We propose a new school program that emphasizes university involvement in the com-
munity and stresses the value of personal relationships in an educational environment.
This relationship between higher and lower education will be fostered in the form of uni-
versity-run literacy programs that provide tutoring partnerships between elementary and
college-level students. To fulfill this purpose we propose increasing the minimum FWS
allocation for community service jobs
from 7% to 14% and offering additional Key Facts
FWS funds for institutions dedicating
• One in ten Americans have ‘below basic’
funds towards university-partnered
prose literacy skills: “they cannot perform
literacy programs. This plan provides
‘simple and everyday literacy activities’
aims to combine federal financial aid
like understanding newspaper articles or
services with efforts to improve litera-
instruction manuals.”1
cy at the elementary level.
• The Early Childhood Longitudinal Study
shows that children who read at least
The United States currently spends
three times per week are twice as likely
more than any other country on edu-
to rank in the top 25% of their class than
cation at the primary and secondary
children who read less than three times
education levels; however, it is far from
achieving the best results.4 There have a week.2
been a number of programs aimed at
increasing university participation in
after-school reading sessions. Many have used FWS funding as an incentive to increase
student interest. However, it is hard to replicate such programs due to inadequate par-
ticipation and funding. A more refined and focused model is needed.

Analysis
By creating a partnership with local public schools, we will help universities take owner-
ship of their communities and lay the foundation for a committed, well-educated, and
supportive society. Studies show that a large factor in the literacy development of chil-
dren is not simply the actual teaching per se, but rather their experiences in a literate
environment.5 These programs will not only acquaint children with the world of academ-
ics and improve their reading ability, but also allow college students to develop teaching
skills, get in touch with their communities, and alleviate their financial burden.

Current law requires that 7% of FWS funds be dedicated community service work, though
many universities fail to meet this requirement.6 FWS jobs have a 25% institutional match-
ing amount, placing the burden on the universities to cover the last quarter of students’
salaries.6 This matching requirement has deterred universities from dedicating money
to community service jobs because the federal subsidy is needed for on-campus jobs.
The normal 25% institutional matching amount is waived for FWS students who serve as
tutors for elementary students.6 Therefore increasing community service jobs will not be
a cost to the university.

Stakeholders
This program will benefit the university, undergraduate students, K-5 teachers, parents,
community members, and the elementary students. The bonds formed between univer-
sities and public schools will give all parties involved a stake in one another, creating a
sense of teamwork and mutual-dependence that will result in more cooperation and a
better flow of ideas and assistance.

Next Steps
Talking Points The first step is garnering neces-
• Partnerships between universities and local sary legislative support needed to
public elementary schools: revise the Higher Education Act.
• Raise literacy rates, reducing band-aid Next, the logistics of the reading
government education costs programs must be explicitly laid
• Provide public school children the rare out, providing clear guidelines for
opportunity for a mentor in the academic the university and partnering pub-
setting lic elementary school. Addition-
• Studies have shown that reading aloud to ally, it will be important to bridge
children may be the single most important gaps between universities and el-
activity for building the understanding and ementary schools. Finally, teach-
skills necessary for future reading proficien- ers must agree to budget time into
cy and success.3 their class schedule for tutoring
sessions.

Sources
1. “The Measure of America: American Human Development Report 2008-2009” (http://measureofamerica.
org/2008-2009-report/factoids/).
2. Denton, Kristen and Gerry West, Children’s Reading and Mathematics Achievement in Kindergarten and
First Grade (PDF file), U.S. Department of Education, NCES, Washington, DC, 2002.
3. Bus, Van Ijzendoorn, & Pellegrini, 1995; Wells 1993 as referenced in “Reading and Learning to Read” by
Vacca, J., Vacca, R., Gove, M. (2006).
4. http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2008017
5. “The Role of Environment in Development of Reading Skills: A Longitudinal Study of Preschool and School-
Age Measures” by Victoria J. Molfese, Arlene Modglin and Dennis L. Molfese. Similar findings are discussed
in “Reading and Learning to Read” by Vacca, J., Vacca, R., Gove, M. (2006).
6. http://www.compact.org/initiatives/earn-learn-and-serve-getting-the-most-from-community-service-federal-
work-study/community-service-federal-work-study-the-best-kept-secret-in-higher-education/

11
Reducing Summer Learning Loss
In New York City
Mary Williams, CUNY Hunter College

Increase student access to summer school programs in New York City to reduce
summer learning loss among students of lower socioeconomic status (SES).

Traditionally, higher SES students have tended to gain points on reading achievement
tests over summer vacation while lower SES students’ scores decreased; lower SES stu-
dents also lost more ground on spelling and math assessments.

Programs have been implemented to address this problem: Knowledge is Power Pro-
gram (KIPP), a junior high school in the South Bronx, mandates attendance in a summer
session. Attendees show dramatic rises in their reading and math scores and are much
more likely to attend college. In Baltimore, students who attended a summer academy
performed between 40% and 50% of one grade level higher than students who did not
attend.

Currently, summer
school is available Key Facts
in New York City for • In Baltimore, students who attended a summer academy
grades 3 through 12 performed 40%-50% of one grade level higher than stu-
and “encouraged” dents who did not attend.
only for students • A review of 39 studies revealed that achievement test
“who have not yet scores decline over summer vacation.
met the criteria to • As early as the summer between kindergarten and first
be promoted” to the grade, higher SES children learned more than their lower
next grade level. But SES peers.
students who have • According to the Furman Center for Real Estate and
met the criteria for Urban Policy, children living in New York City Housing
the next grade level Authority (NYCHA) projects perform worse than other
would still benefit students; only 53% of such students pass the Math Re-
from summer classes gents test, compared to 60% of other students.
to prevent summer
learning loss, espe-
cially in at-risk areas.

Analysis
To reduce the cost of the program, the New York Board of Education could recruit vol-
unteers through New York City high schools and colleges by creating an official and
prestigious program for volunteers, akin to Teach for America. Volunteers would tutor
students, lead art projects and organize games. To attract students, the curriculum should
be engaging and focus on reading, spelling and mathematics. The effectiveness of the
program will be monitored by regular achievement tests, allowing for a comparison be-
tween students who attend and those who do not.
The initial program should be implemented in phases so that costs can be reduced and
the program can be easily molded to fit both the needs of students and the available
budget. The first phase may be as simple as reading and math classes. Later phases may
add classes, teachers or activities and use diagnostic tests to examine the strengths and
weaknesses of the students and by extension, of the program.

Stakeholders
A community or an elementary school in a low SES area where test scores are below the
city average should be chosen as a pilot school. The program should begin in a small area
of lower-SES families where the foundations of summer school already exist. The summer
instructor recruitment and training should occur first within the colleges and universities
surrounding the school. If the program is successful it can be improved and expanded,
possibly by connecting with the New York Public Libraries and the NYC Department of
Youth and Community Development.

Next Steps
Talking Points The initial steps are the following:
• Higher SES students gained points on lobbying for funding; recruiting vol-
reading achievement tests over the sum-
unteers, teachers, and reaching out
mer while lower SES student’s scores de-
creased. to potential parents; and identifying
• Summer classes reduce the damages of a pilot school in which to first test the
summer learning loss. program. Achievement tests should
• Gender, ethnicity and IQ did not have a be administered at regular intervals
consistent influence on summer learning and curriculum should focus on
loss – family SES is considered the primary reading, mathematics and spelling.
factor. Ideally, after five years there would
be New York City summer acad-
emies across the city available to
elementary school students and programs for older students would begin to develop.

Sources
Burkam, David “Social-Class Differences in Summer Learning Between Kindergarten and First Grade: Model
Specification and Estimation” Sociology of Education Vol. 77 No. 1 January 2004
Cooper, Harris “The Effects of Summer Vacation on Achievement Test Scores: A Narrative and Meta-Analytic
Review” Review of Educational Research Vol. 66, no. 3 (1996)
Cooper, Harris “The Effects of Modified School Calendar on Student Achievement and on School and Com
munity Attitudes” Review of Educational Research Vol. 73, No. 1 (2003)
Schewe, Audrey “Put a Plug in the Summer Brain Drain” CNN.com June 30 2006
“Kids in NYCHA Perform Worse” Furman Center for Real Estate and Urban Policy Report November 25 2008
Schindler, Steven “A Model for the New Inner-City School: KIPP Academics” Pisces Foundation 2000

13
The Youth Violence Prevention Program:
Preventing High School Dropouts
Natalie Doss, University of Chicago

The City of Chicago should implement a pilot program, the Youth Violence Pre-
vention Program, which pays youth during their 8th and 9th grade years for
attending and doing well in school and extracurricular activities, and punishes
youth for failing a class, skipping class, and gun and drug possession by taking
away payment and requiring community service.

The Green for Grades program is a Chicago pilot program that tries to increase the value
of school in youth eyes by paying youth at different increments for good grades. It is one
of several programs across the country that EdLabs at Harvard University has helped
to design and will evaluate as part of ongoing research on innovative new programs in
education. Many city school districts have implemented similar programs. The results
show improved performance and interest in school, but policymakers have not collected
research on these programs’
effect on youth crime rates.
Over the past 50 years, many Key Facts
Lack of effective evaluation • A total of 510 people were murdered in Chicago
has limited the success of in 2008, and nearly half were between the ages
current programs intended to of 10 and 25.
reduce youth violence. The • Research suggests that violent crime costs the
Youth Violence Prevention city of Chicago $2.5 billion per year; this includes
program introduces measur- direct and indirect costs of violent crime.
able points of success or fail- • Studies show that young criminals are overwhelm-
ure by which to determine its ingly high school dropouts; they are most likely to
success and value. begin engaging in violent activity during their 8th
and 9th grade years.
Analysis • Research also shows that most people who com-
mit crime will not be criminals their entire lives.
This program will begin as
a pilot program and will be
evaluated to see its success
before implementing it on a large scale. It will operate on the same level as the pilot
Green for Grades program—serving 5,000 13-14 year-old students in schools randomly
selected from the Chicago school districts in which youth are most at-risk for turning to
crime. Since each student has the opportunity to earn up to $4000 for earning good
grades, and $350 per year for participation in an extracurricular all year, the total cost
comes to $23.5 million for the two-year pilot program. This could be paid for through
Race for the Top money, federal stimulus dollars, and private grants in addition to district
support.
Next Steps
To implement the program, the Chicago city government must obtain funding from the
Harvard Ed Lab, which sponsored the Green for Grades program and other similar pro-
grams. Additional funding may be available from sources such as the Joyce foundation
and other organizations dedicated to researching effective education and crime-reduc-
tion methods. The government should wait to see if the program is cost-effective before
implementing it on a larger scale.

Furthermore, Chicago must select the school districts in which youth are at the high-
est risk for turning to crime, contact their administrators, and obtain their cooperation.
Those in charge of the program must work with school administrators to set up student
bank accounts and a method of payment that allows teachers and extracurricular activity
supervisors to evaluate a student’s performance and then ask that the correct payment
be added or removed from that student’s account.

To evaluate the pilot program, the government should study the student immediately
older than those affected by this program (the last ones not served by the program), their
dropout and arrest rates, along with those who participated in this program. This must in-
clude all those who received it, even
those who dropped out or failed
Talking Points anyway. The evaluators must study
• Studies show that the ages of 13-14 is the the difference between these rates
time that kids are most likely to turn to and accurately calculate the amount
crime; this program is aimed at exactly of money saved (or lost) by the pro-
those ages, so it will have maximum effect gram, including indirect costs (i.e. not
at minimal cost. just the immediate money saved from
• The program attacks youth crime from all crime, but the money saved because
angles- making school and after-school people are less afraid of crime). This
activities immediately rewarding, break- evaluation is difficult but possible;
ing the rules immediately punishable, and the evaluation team can work closely
staying off the streets and out of gangs with the University of Chicago Crime
more tempting. Lab, obtaining their method for doing
this research and use that to perform
the evaluation.

Sources
Chicago Youth Gun Violence Initiative (2009, March). Gun violence among school-age youth in Chicago.
http://crimelab.uchicago.edu/pdf/Gun_Violence_Report.pdf
Chicago Public Schools (March 2009). CPS Launches the Paper Project in 20 High Schools Citywide.http://
www.cps.edu/News/Press_releases/2008/Pages/09_11_2008_PR1.aspx
Earning Prospects, matching effects, and the Decision to Terminate a Criminal Career (2009, March). http://
www.springerlink.com/content/k245pv441u576522/

15
Redistrict Elementary Schools
To Promote Economic Diversity
Elizabeth Setren, Brandeis University

Redistrict Baltimore County Elementary Schools using a controlled choice plan


that considers parents’ preferences and economic diversity when assigning
schools in order to improve school finance, resources, and the quality of teachers
available to lower-access students.

Due to concentrated poverty, some elementary schools have a high percentage of ec-
onomically disadvantaged students while other schools have only a small fraction. In-
equalities experienced in the home are compounded in elementary school because high
poverty schools tend to have high teacher and student attrition, lower parental involve-
ment, less experienced teachers, lower per student expenditures, lower test scores, and
more untreated health problems.

Economic desegregation should be con-


sidered in the upcoming review of the
Baltimore County Public Schools district- Key Facts
ing policy to accomplish positive changes • In 2006, 52 percent of students at
in school finance, resources and quality Baltimore County’s Owings Mills El-
of teachers available to lower class stu- ementary School received free or
dents, and school diversity . A controlled reduced lunch compared to only 3.7
school choice plan, in which families rank percent at neighboring Fort Garrison
their school choices and schools are as- Elementary School.
signed based on family preferences, an
economic diversity index, transportation
costs, and projected demographic changes, will improve economic integration and miti-
gate enrollment balances.

Baltimore County Public Schools should be redistricted to increase the enrollment in


the 29 schools that are at 80 percent capacity and decrease the enrollment at the 75
overcrowded schools . This is a more financially sensible plan than the current policy of
building new schools and facilities to accommodate for over enrollment, especially since
the student population is expected to decline. While there is significant opposition to
redistricting, financial concerns and imbalances in school enrollments make it a pressing
concern and politically feasible with proper implementation. To minimize disruption, only
new students enrolling in Baltimore County Public Schools for the first time who do not
have older siblings in the public schools will participate in the controlled school choice
plan. Transportation will be provided to ensure equal access. Schools will have extensive
orientation programs for parents and children. Teachers, staff, and administrators will
participate in cultural sensitivity training.

Other districts have successfully redistricted to promote racial and economic diversity.
Lynn, MA adopted a voluntary racial desegregation plan in 1987 that enabled students
to transfer schools if the transfer decreased segregation. The program resulted in in-
creased attendance, improved school discipline, a stable white student enrollment, and
increased safety. Due to the positive outcomes enjoyed by all students and the way
the program was implemented, there was limited community-wide backlash from the
program. Cambridge, MA enacted a controlled choice plan and a survey of Cambridge’s
high school students show that students of each racial group had “very positive experi-
ences” in school and felt they were well prepared to “live and work effectively in very
diverse settings.”

The majority of research shows that racial and socioeconomic integration yields signifi-
cant gains in achievement and life outcomes, leading to higher test scores, increased
graduation rates , and greater college success . Students exposed to more diverse educa-
tional settings are more likely to live and work in diverse settings . Therefore, a controlled
school choice plan could result in academic and social gains for the students and subse-
quently reflect positively on the administration, teachers, and staff of Baltimore County
Public Schools. The costs of the program would include administrative costs for school
assignments and increased transportation costs, which will be minimized since distance
to the school will be considered in
school assignments.
Talking Points
• Economic desegregation will accomplish Next Steps
positive changes in school finance, re- Community meetings with parents,
sources and quality of teachers available teachers, students, administrators,
to lower class students, and school diver- and staff should be held to gauge
sity. interest, inform, address concerns,
• Decreasing economic segregation could and garner support. This should
result in better performing schools, equal- establish a coalition of supportive
ized school funding and resources, great- parties which can then approach Su-
er diversity, and improved life outcomes perintendent Dr. Joe Hairston and
for lower income students. the School Board to advocate for a
controlled school choice plan. Due to
the pressing concerns of enrollment
imbalances, a recent legislative audit charged Baltimore County Public Schools to re-
evaluate its districting policy, making this proposal timely.

Sources
Christopher B. Swanson, “Sketching a Portrait of Public High School Graduation: Who Graduates? Who
Doesn’t,” in Gary Orfield, ed., Dropouts in America: Confronting the Graduation Rate Crisis, Cambridge:
Harvard Education Press, 2004, pp. 29-30.
Comfort v. Lynn School Committee, 283 F. Supp. 2d 328 (D. Mass. 2003), at 376.
“Enrollment Imbalance.” The Baltimore Sun. November 3, 2008. 27, Nov. 2008.
Haurin, Donald and Brasington, David. “School Quality and Real House Prices: Inter- and Intrametropolitan
Effects.” Journal of Housing Economics. Vol 5 (4). December 1996. 351-368.
Kurlaender, Michal and Yun, John T, The Impact of Racial and Ethnic Diversity on Educational
Outcomes: Cambridge, MA School District, The Civil Rights Project, Harvard University, January 2002.
Orfield, Gary and Lee, Chungmei, Why Segregation Matters: Poverty and Educational Inequality, The Civil
Rights Project, Harvard University, January 2005.
Ryan, Rebecca, Fauth Rebecca, and Brooks-Gunn, Jeanne. “Childhood Poverty: Implications for School Readi
ness and Early Childhood Education.” Handbook of Research on the Education of Young Children, Second
Edition. Ed. Spodek, Bernard and Saracho, Olivia. Routledge, 2006. 323-346. 325.
School Matters. Compare Schools Tool. Standard & Poor’s. November 28, 2008.
17
Optional Child Care Certification
Gabriel A. Buzinski, Michigan State University

Michigan should implement a minimum set of requirements that childcare provid-


ers must fulfill in order to receive payment from the Michigan childcare stipend.

Although recognized by the federal government, preschool—pre-kindergarten, kinder


care, Head Start, and other forms of childcare—is not regulated in the same way that k-12
education is; states determine how they will address preschool.

In Michigan, preschool allocations are left up to districts: some have a preschool program
that is incorporated into the public school system; others rely on private enterprise and
some utilize a combination. Districts that have preschools in the public system are mak-
ing education-focused preschool programs available; but many private preschools only
provide non-educative preschool, or childcare. These programs do not focus on any
type of educational material.

Research shows that educa- Key Facts


tive preschool programs are • The state saves an average of $3,143 per person
imperative to the success in welfare costs for participants of education-
of the children who attend based preschool programs.1
them—students not in educa- • The state saves an average of $5,320 per person
tive preschool quickly fall be- in crime and delinquency costs for participants
hind, as these first conceptual of education based preschool programs.1
steps are critical in a child’s • Participants of education based preschool pro-
education. Research shows grams are 15-20% more likely to graduate from
that educative preschool pro- high school.2
grams can provide an increase
in reading and math skills that
result in an estimated $7,600 increase of lifelong earnings.1 Participants of these pro-
grams have 50% fewer lifetime arrests than non-participants, and are 15-20% more likely
to graduate from high school than non-participants.3 When the Carolina Abecedarian
Project, a model educative preschool, tested alumni at ages 8, 15 and 21, these students,
at every age group, were more advanced academically and socially than their peers who
attended a preschool without a focus on education.4

Unfortunately, in Michigan, many non-educational preschool programs, or childcare pro-


grams, are directly funded by the state. Michigan provides a childcare stipend to strug-
gling families so that they can send their child to the childcare provider of their choice
while they work.5 The majority of these childcare programs provide childcare that lacks
an educational focus.

Michigan should 1) define a minimum set of qualifications that preschool and childcare
providers must meet in order to receive payment from the Michigan childcare stipend
and 2) create opportunities for program providers to meet these qualifications. Begin-
ning in the year 2015, Michigan should only dispense payment from the Michigan child-
care stipend to educationally certified preschool and childcare providers. Although pro-
viders will, after this point, still have the option to provide care without certification, they
will not qualify for the stipend.

The qualifications that Michigan defines should focus on the implementation of social
development activities and the creation of lessons that provide introduction to academic
concepts. Michigan should create a program—a three week, state-funded and regulated
course—for preschool providers to attain these qualifications. For programs that are
already education focused, this course can be waived. By creating clear standards and
a corresponding pathway by which preschool and childcare providers become educa-
tionally certified, Michigan will increase the number of quality preschool and childcare
options for families with a low annual income.

Other than economic cost, an obstacle to this proposal is that many existing non-edu-
cational childcare providers are elderly, less educated, and live on a fixed and/or low
income. This means that they
may be less able to easily trans-
Talking Points port themselves to the qualifi-
• In Michigan, preschool is not funded by the cation course and may find
state, and thus all preschool programs come at it harder to absorb new and
a cost to the child’s family. unfamiliar training. However,
• Preschool tuition limits choices for struggling the certification is optional and
families. these individuals can choose to
• The creation of a minimum set of childcare qual- provide care without the certi-
ifications will allow struggling families the option fication. The payment restric-
of attending childcare programs that have some tion on the childcare stipend
standard of educational focus. does not take effect until 2015.
Therefore many of the care
providers that choose not to
get certified due to age will have retired and will not be affected by the restrictions of
the stipend payment.

Not only is this program an investment in Michigan’s students, it is also an economic


investment that will eventually save the state money in areas such as crime and welfare.
Ensuring the quality of education for Michigan’s youth will ensure the quality of Michi-
gan’s future.

Sources
1. Barnett, Steven W., “Benefit-Cost Analysis of the Perry Preschool Program and Its Policy Implications”.
American Educational Research Association. Vol. 7, No. 4. 333-342.
2. Magnuson, Katherine A.; Meyers, Marcia K.; Ruhm, Christopher J.; Jane Waldfogel. “Inequality in Pre
school Education and School Readiness”. American Educationl Research Journal, Vol. 41, No. 1. 115-157.
3. Barnett, Steven W. and Clive R. Belfield. “Early Childhood Development and Social Mobility”. The Future of
Children, Vol. 16, No. 2, 73-98.
4. Magnuson, Katherine A.; Meyers, Marcia K.; Ruhm, Christopher J.; Jane Waldfogel. “Inequality in Preschool
Education and School Readiness”. American Educationl Research Journal, Vol. 41, No. 1. 115-157.
5. Udow, Marianne. “Child care and Development Fund Plan for Michigan”. State of Michigan, Department
of Human Services. Lansing, Michigan. www.michigan.gov/documents/dhs/DHS-CDC-StatePlan2007-09-
DRAFT_197688_7.pdf
19
Closing the Education Gap
For Special Needs Students in Prison
Raymond Xi, Nabeem Hashem, Tyler He, Mingtoy Taylor, Anya van Wagtendonk,
Sarah Krinsky, Shira Petrack, Brian Bills, Kristia Wantchekon, Bryan Kam, Samuel
Schoenburg - Yale University Center on Education

As many as 7 in 10 incarcerated youths may suffer from disabilities that impede


their ability to learn (Burrell and Warboys 1). In order to enhance the rehabilita-
tion and educational process for these youths, we propose greater state funding
for a three-pronged initiative addressing the process of identifying special needs
students, individualized curriculums for special needs students, and teacher
training to deal with special needs students.

A significant proportion of youth in the juvenile justice system have education-related


disabilities. While some studies show that between 25% and 40% of students in cor-
rectional facilities are afflicted with
learning disabilities (Coffey and
Key Facts
Gemignani 85), this may in reality be
as high as 70% (Burrell and Warboys • As many as 7 in 10 incarcerated youths
1). Prison schools have an obligation may suffer from a learning disability.
under the Individuals with Disabili- • These students face significant disadvan-
ties Education Act (IDEA) to provide tages in the classroom, causing higher de-
disabled youths with a free, appropri- linquency and recidivism.
ate public education. IDEA mandates
that school districts have a “child find
obligation” to seek out all youths with disabilities, and that when identified, these youths
have individualized education programs (IEPs) in effect at the beginning of every school
year (Burrell and Warboys 3).

Proposal
To close the education gap for special needs students in youth prisons, we propose fund-
ing for a three-pronged initiative:

1. Identification: A thorough evaluation and identification system must be-


come part of the standard operating procedure for all youths as soon as they
enter the juvenile justice system. This identification process should involve a
number of features. Firstly, juvenile justice professionals should actively col-
lect information on incoming students, including gathering previous school
records on performance or history of special need, and interviewing the
student’s parents. Secondly, teachers should be alert in the classroom from
the earliest moments for clues about the existence of learning disabilities,
including previously unidentified ones. Thirdly, juvenile justice staff should
also spend time accurately diagnosing the source of the student’s disability,
as these may vary from specific learning disabilities to emotional disturbance
(Coffey and Gemignani 86).
2. Individualized education programs: IDEA already mandates that each
youth who can be identified as having special needs have an individualized
education program (IEP) formulated for him or her. The IEP includes mea-
sures of assessment of disability, goals to reach through education, ways to
measure progress to those goals, a basic timeline in which to achieve the
goals, and a determination of the extent to which the student will interact
with students in mainstream classrooms (Burrell and Warboys 3). However,
especially for incarcerated youth, there must be an emphasis on engaging
students in challenging classroom activities, moving away from the basic
model of drill instruction and moving into more interesting and stimulating
critical thinking instruction (Coffey and Gemignani 81). If we assume that in-
carcerated youth can achieve more, we will be giving them the tools to actu-
ally attain meaningful rehabilitation. Curriculums should reflect that willing-
ness to keep as many students as possible in more challenging, mainstream,
and appropriate classes.

3. Staff training: One of the common problems facing prison schools is the
lack of trained and certified staff to deal with special needs students (Coffey
and Gemignani 87). Successful training programs should address the legal
mandates of IDEA, identifying for various disabilities and the kind of set-
tings most conducive for
educational success, the
Talking Points effect of an institutional
• The Individuals with Disabilities Act man- setting on such a disabil-
dates a “child find obligation” and “indi- ity in the development of
vidualized education programs.” IEPs, and how to create
• Many prison schools do not have the continuity for released
trained staff, facilities or funding to cater inmates. In particular,
to special needs students. we propose a model of
training similar to that in-
stituted by the Baltimore
School System in Maryland, which partners with universities such as John
Hopkins, Loyola College and Towson University to provide cost-effective,
comprehensive training programs for teachers in correctional systems. These
programs often provide specific, up-to-date information training on special
needs education for incarcerated youths.

Sources
Burrell, Sue and Loren Warboys, “Special Education and the Juvenile Justice System.” US Department of
Justice Office of Juvenile Justince and Delinquency Prevention, Juvenile Justice Bulletin, July 2000.
Coffey, Osa and Maia Gemignani, “Effective Practices in Juvenile Correctional Education: A Study of the
Literature and Research 1980-1992.” US Department of Justice Office of Juvenile Justice and Delinquent
Prevention, August 1994.

21
Modernizing Lighting in Schools:
Learning, Health, and Fiscal Benefits
Kathleen Henning and Daniel Hessel, Northwestern University

The installation of full-spectrum lighting has benefits for students, schools and
the environment.

Currently, many schools rely on a combination of magnetic ballasts and T-12 lights. These
lights are energy inefficient and flicker due to voltage fluctuations, causing headaches and
eye strain. Replacing these with electronic ballasts and T-8 lights will greatly improve stu-
dents’ performance in the classroom. A combination of electronic ballasts and T-8 lights
provides a full-spectrum that is similar to the light provided by the sun. A 2000 class-
room study in three states identified 20 percent higher math scores, 26 percent higher
reading scores for students with the most daylight in their classrooms. Full-spectrum
lighting is the most advanced way to artificially achieve the effect of daylight. A 1996 study
showed that students in schools with
full-spectrum lighting attend school Key Facts
3.2 to 3.8 more days per school year,
• Over 25 percent of all students attend
have a better disposition, and engage
schools that are considered below stan-
in less off-task behavior. Students are
dard or dangerous.
also healthier. The same study, con-
• Many schools do not meet cur-
ducted over a two-year period, indi-
rent lighting standards of 50
cated that, due to increased Vitamin
foot standard candle brightness.
D intake, students who attended
Nearly two-thirds of schools have build-
schools with full-spectrum lighting
ing features that are in need of extensive
had 9 times less dental decay and
repair or replacement. Infrastructure
grew an average of 2.1 centimeters
problems, such as outdated lighting cre-
more than students who attended
ate unnecessarily high operational costs
schools without such lighting.
for schools.
Additionally, full-spectrum lighting
has environmental benefits. Com-
pared to other lighting, it emits less carbon dioxide and is a more efficient type of lighting,
as one full-spectrum bulb can replace two fluorescent bulbs. A recent review of thirty
schools in Massachusetts showed that “green schools” using full-spectrum lighting on av-
erage used 33 percent less energy than schools with conventional lighting. The New York
Times building recently installed full-spectrum lighting and has reduced its carbon diox-
ide emissions by 1250 metric tons, and reduced energy use from lighting by 70 percent.
Beyond its positive effects on students and the environment, full-spectrum lighting pro-
vides benefits for schools themselves. Because the light from one full-spectrum bulb can
replace two fluorescent bulbs, such lighting provides long-term savings for schools. Since
its building’s transition to full-spectrum lighting, the New York Times saves $315,000 per
year. ETHS’s facilities manager estimates that a transition to full-spectrum lighting, in con-
junction with other efficiency upgrades, would save the school approximately $500,000
annually. Such long-term savings from the use of full-spectrum lighting will help schools’
financial stability. These funds will allow schools to use the savings to reinvest in other
aspects of students’ education such as new supplies, upgraded academic and athletic
facilities, etc.

Opposition
Undoubtedly, the biggest barrier to approval of full-spectrum lighting installation is the
immediate cost of such upgrades. Replacing all of the magnetic ballasts and T-12 lights in
a building does involve significant funding. An upgrade of this system with the more desir-
able electronic ballasts and T-8 lights costs about $100 per lighting fixture. As a frame of
reference, ETHS has about 5,000 bulbs; to complete its upgrade of lighting, the school
needs to invest an additional $350,000. While the initial investment is substantial, the
long-term savings will pay for the cost and provide schools with more capital for reinvest-
ment.

Next Steps
Despite current economic conditions, it is imperative for schools to invest in upgrades to
full-spectrum lighting. The process has demonstrable benefits for education, and creates
“green jobs”, two priorities of President Obama and the Democratic Congress. These
priorities are evident in the
American Recovery and
Talking Points Reinvestment Act (ARRA),
• Full-spectrum lighting is the best way for schools to which provides $44.5 bil-
meet brightness standards for their classrooms. lion in aid to school dis-
• Full-spectrum lighting is correlated with better test tricts to invest in infra-
scores, higher attendance, and less off-task behav- structural modernization.
ior by students. Consequently, there is no
• Full-spectrum lights emit less carbon dioxide and better time for schools to
use less energy than traditional fluorescent bulbs. use available federal aid to
• Full-spectrum lighting is approximately twice as effi- improve their lighting sys-
cient as fluorescent lighting, meaning its installation tems, creating subsequent
and use saves schools money. long-term savings and im-
proving overall educational
quality.

Sources
Heschong Mahone Group. Daylighting in Schools: An Investigation into the Relationship Between Daylighting
and Human Performance, August 1999.
Nicklas, Michael H. and Gary B. Bailey. Student Performance in Daylit Schools, 1996.
Kats, Greg, Jeff Perlman and Sachin Jamadagni. National Review of Green Schools: Costs, Benefits and Impli
cations for Massachusetts: A Report for the Massachusetts Technology Collaborative, November 2005.
“NY Times Building Cuts Lighting Energy Needs 70%,” Environmental Leader, November 13, 2008.
American Recovery and Reinvestment Act of 2009 (Public Law No. 111-5).

23
Affirmative Action Centered
Around Economic Status
Kareem Kalil, University of Maryland - College Park

By restructuring their affirmative action policies to increase opportunities for all


low-income students, colleges and universities can enhance diversity on their
campuses and provide aid to students that need it the most.

Affirmative action policies were first implemented with the goal of promoting equal
opportunity to groups that had been subjected to discrimination. As a result of these
policies, minorities have increased economic opportunity and access to jobs that were
unavailable in the past. Indeed, average income for minorities has approached those of
their counterparts, and civil rights laws and other legislation have improved employment
and other economic opportunities for individuals from minority backgrounds.

On the other hand, affirmative action has done little to target prospective students who
have been hindered by another crippling disadvantage—being born into low-income
families. Students of lower socioeconomic status are subject to similar discrimination
to which minorities have been accustomed. They are more likely to experience abuse,
domestic and gang violence, and
do not have equal access to quality
education. Key Facts
• Current affirmative action policies result
Given that the major reason for the in benefits to African-American and His-
initiation of affirmative action was panic students equal to an extra 230 and
to level the economic playing field 185 points on the SAT, respectively. Low-
for minorities, many critics of cur- income students receive no benefits.
rent policies point to the fact that • At the 146 most selective colleges and uni-
the chronically poor are excluded versities, 74% of students come from the
from receiving any benefits. Many wealthiest socio-economic quarter of the
students from significantly lower population, and just 3% come from the
economic standing continue to suf- poorest quarter.
fer with no institutional means of
overcoming their disadvantage.

Analysis
Universities perennially take steps to cut costs. To avoid spending their endowments,
many universities increasingly admit students who do not need financial aid. This exacer-
bates conditions for students who are unable to fund their own education. Students able
to overcome pervading difficulties such as gang violence, poor elementary and second-
ary education, and a lack of resources to be admitted to college often require financial
aid. Deans of some colleges have compounded this problem, saying that budget cuts will
force their colleges to make decisions detrimental to furthering socio-economic diversity
on campus. Although students are unable to influence their own socio-economic stand-
ing, there is no policy in place to protect the equal rights to education of students in bad
financial situations.
Without a policy in place, colleges cannot be held accountable for making decisions
that provide an additional hurdle to low-income students’ college aspirations. Moreover,
these policies lead to a lack of diversity in institutions of higher education. Having such
a homogenous community hinders the education of all students by preventing academic
interaction with an integrated student body. By segregating society’s economic groups, a
threat is posed to the future of our country, which may come to see two distinct groups
of citizens trying to collaborate despite no history of interaction. The repercussions of
this would be vast.

Next Steps
Public universities should be federally required to give students from low-income families
similar advantages and preferences that they currently give to minorities. These universi-
ties will see an increase in a previously untapped source of diversity. Funding to over-
come disparities between income and tuition costs can be produced through work-study
programs implemented by the government and universities during the summer and the
school year. While the government will have to incur some of these costs, this policy
will benefit our nation by ensuring equal access to higher education based solely on
merit. Also, admitting more lower in-
come students will play a major role
Talking Points
in limiting the growing gap between
• Americans reject current affirmative ac- the rich and the poor. If students
tion policies by a 2 to 1 ratio, while they have performed through adversity
support policies supportive of low in- and wish to attend an institute of
come applicants of all races by this same higher education, difficult economic
margin. circumstances should not be a bar-
• Universities are beginning to make admis- rier to them.
sion decisions based on a student’s abil-
ity to pay without financial aid in order to
compensate for shrinking endowments.

Sources
Kahlenberg, Richard D. “Still Forgotten: Low Income Students At Selective Colleges.” Minding The Campus:
Reforming Our Universities. 8 May 2008. The Manhattan Institute. 2 Apr. 2009.
Lafer, Jared. “Reforming affirmative action.” Editorial. Brown Daily Herald [Providence, RI] 30 Oct. 2008. 21
Mar. 2009 <http://media.www.browndailyherald.com/media/storage/paper472/news/2008/10/30/Columns/
Jared.Lafer.11.Reforming.Affirmative.Action-3515409.shtml>.
Zernike, Kate. “Paying in Full as the Ticket Into Colleges.” The New York Times 30 Mar. 2009.

25
Universal Counseling:
A Post-Secondary Guidance Program
David Weinberger, CUNY Hunter College

In an effort to maximize student achievement and college turnover rates, the


New York City Department of Education (DOE) should mandate a Postsecond-
ary Guidance Program (PGP) that would require each school to adhere to the
American School Counselor Association (ASCA)-suggested ratio of 250 students
to each guidance counselor.

In light of Mayor Michael Bloomberg’s 2002 centralization of NYC public schooling, a


centralized college readiness program has become feasible. Though broad in scale, the
proposed program is not entirely unprecedented. College admission guidance programs
in high schools have been implemented in the private sector for a number of years. The
universalized system of guidance across City schools would simply tap into a market that
already possesses basic infrastructure,
and trained specialists (i.e., guidance Key Facts
counselors and admissions officers).
• The NYC DOE has about 2700 guid-
ance counselors and about 1.1 million
Analysis students.
To account for the $108.8 million in new • The ratio is about 400 students to every
costs to the DOE that this new pro- New York City guidance counselor—150
gram would incur, there would need to more students per counselor than the
be an addition to the budget allocation ASCA recommend.
for each school outside of the existing • The average student spends 20 minutes
Fair Student Funding (FSF). FSF fund- per year talking to a counselor.
ing, an itemized and weighted system
of budgeting, would be insufficient to
meet the needs of a standardized guidance program. Because the guidance program is
comprehensive and should not be judged solely by the progress of particular and item-
ized groups of students, the FSF weighting system would not be appropriate. Instead,
PGP counselors and their local school officials should work together to create an annual
PGP budget request for DOE approval. This additional fundting will increat the school
system’s overall budget.

In order to incentivize effective implementation of this proposal, there should be a sys-


tem of rewards: high schools that have experienced a growth in the number of seniors
going on to higher education will be eligible for increased funding, as will be specified in
each PGP budget request for approval. The new system of rewards would act as incen-
tive for schools to send more students on to college, and would put substantial pressure
on schools to complete a higher budget request for the guidance department. The PGP
is the most feasible way to increase the quality of New York City students’ education
while still maintaining the system’s current pedagogical and hierarchical structure. The
DOE would not suffer structurally as a result of this plan, and would not require any
fundamental or functional shifts. This proposal will create a tangible product yielding
success that is measurable by current DOE standards (i.e., time each counselor spends
with each student per academic year, number of students going on to higher education,
and the satisfaction of students with the degree to which they are being represented in
their governance).

Next Steps
1. In the year preceding the first budget review following the implementation
of the program, the DOE should hire at least one half of the 1,700 counselors
needed for the citywide program, and distribute them citywide. Early priority
should be given to schools with the highest student-to-counselor ratios, and
to those with the lowest amount of seniors going on to higher education.

2. Prior to the filing of the school’s FSF, PGP and school officials should re-
view the needs of the new college guidance program and complete the PGP
budget request for DOE approval. The PGP budget should be reviewed by
the DOE independently of the FSF. Following DOE review of every school’s
PGP budget request, the counselors should be required to meet with the
Chancellor of Schools, as per the proposed PGP’s provisions.

3. Following the first budget review, the DOE should hire and distribute the
remainder of the 1,700 counselors, bringing the citywide student-to-counsel-
or ratio to roughly 250-to-1, the ASCA recommended ratio.

Talking Points
• A lower student-to-counselor ratio would result in more students from New York
City going on to two or four-year institutions, and more attention would be paid
to college-eligible students.
• An essential facet of the program would be fair counselor representation in the
Department of Education. As per the provisions set forth in the UFT’s 2007-2009
Guidance Counselor Contract, “Counselors will be involved in the planning of the
school’s guidance program.”
• Guidance department representatives, who maintain constant proximity to stu-
dents, would serve as an unprecedented instrument for student advocacy in the
New York City Department of Education.

Sources
National College Advising Corps, “The Need for an Advising Corps,” About the Corps, http://www.advisingcorps.org/page/the-need-for-an-
advising-corps, Accessed 6 March 2009.
UFT, “An essential job,” The United Federation of Teachers, http://www.uft.org/news/teacher/editorial/essential_job/, Accessed 11 February 2009.
National College Advising Corps, “The Need for an Advising Corps,” About the Corps, http://www.advisingcorps.org/page/the-need-for-an-
advising-corps, Accessed 6 March 2009.
Laura W. Perna, et. al., “The Role of College Counseling in Shaping College Opportunity: Variations across High Schools,” The Review of Higher
Education (Winter 2008, Vol. 31, No. 2), 131-159.
Joel Klein, Guidance Counselors’ Contract (2007 – 2009), The United Federation of Teachers, http://www.uft.org/member/contracts/guidance_
counselor/guide_coun2007-2009.pdf, Accessed 11 February 2009.
David J. Weinberger, “Decreasing the Student-to-Guidance Counselor Ratio in New York City High Schools Through the Universal Implementation
of a Citywide Postsecondary Guidance Program (PGP),” The Progressive Perspective: Solutions for NYC, 2009
Note: This measure should be considered stopgap, and is not a permanent paradigm to which the policy must adhere upon further implementa
tion.
Elizabeth M. Altmaier and Frederick T.L. Leong, Encyclopedia of Counseling: Changes and Challenges for Counseling in the 21st Century (Los
Angeles: Sage, 2008), 381.

27
Think Impact Profile:
Healthy Eating After School
Raul Mendoza, Columbia University

The Education Center at Columbia University’s Roosevelt chapter has worked


with the Partnership for After-School Education (PASE) since February 2009 to
develop a policy statement on their initiative to promote healthy eating in after
school programs. Childhood obesity has become epidemic in poor and minor-
ity communities in New York City. PASE and Roosevelt hope to create a pro-
gram that teaches children and parents about the importance of healthy lifestyle
choices. Through tools such as a cookbook and possible partnership between
food providers and after school programs, the initiative hopes to educate and
motivate communities.

Center members have visited PASE partner programs and presented policy to
the Children’s Health Advisory Council, of which the center is a member. Visit-
ing afterschool programs allowed center members to see education policy in
action, and the concrete effects that after school programming has on children.
The relationship between PASE and Roosevelt has allowed Roosevelt members
to create lasting ties to the New York City community. Mindful of the need to
preserve programs despite budget cuts, the education center hopes to continue
working with PASE, proposing alternative solutions that both streamline existing
programs and create efficient new ones.

Student Leaders: Nick Turner, Clare Kelley, Raul Mendoza - Columbia University

Who They Worked With: Krystal Hoderick, Public Health Intern at Columbia’s
Mailman School of Public Health, and Dr. Shelly Wimpfheimer, Executive Direc-
tor of PASE.

To see how this project develops, visit


www.roosevelt.campusnetwork.org
and show your support for the Columbia chapter.

29
your ideas. your leadership. your issues.
it’s the new student activism.

rooseveltcampusnetwork.org
Rooseveltcampusnetwork.org

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