TACOMA, Wash. - Hoy es el Día de Luces a la Salida de Clases ("Lights on Afterschool Day"), una oportunidad para celebrar las oportunidades ampliadas de aprendizaje para los pequeños una vez que toca la última campanada de la escuela. En el estado del Washington más de 180 mil pequeños están en programas para después de clases, pero hay 215 mil más los que están solos o no tienen supervisión, de acuerdo con la Alianza para Después de Clases ("Afterschool Alliance"). Y 330 mil más esperan un programa. Un grupo que atiende a la juventud del Condado Pierce es el "Write 2-5-3", que tiene un muchos programas incluyendo el llamado Más Fuerte que una Bomba ("Louder Than a Bomb"), que prepara adolescentes para la final de equipos del festival de poesía, el próximo mes de marzo. Michael Haeflinger es director ejecutivo en el plantel Write 253 de Tacoma.

"Programas como los nuestros ayudan a crear jovenes con confianza. Muchas veces los muchachos con quienes trabajamos tal vez se sienten un poco marginados y asi, al ofrecerles un escenario y una multitud, les ayudamos a ser mas seguros."

Haeflinger dice que el programa está creando una comunidad de jóvenes poetas en Tacoma.

El setenta por ciento de los padres y madres de Washington dicen que los programas después de clases reducen la posibilidad de que los muchachos se involucren en una conducta arriesgada. Kathy Oehrling, directora en el programa YMCA de la Farwell Elementary School, en Spokane, quien maneja el cuidado infantil en la Escuela Elemental Farwell, dice que sin este programa los chicos tendrían seguramente poca supervisión. Oehrling ofrece oportunidades de aprendizaje para muchachos y también ayuda para sus tareas en casa. Dice que los padres están entusiasmados de que contemos con esto.

"Estan muy contentos de que los tengamos porque les da un lugar donde estar, y hacer amigos y ser parte de algo."

Haeflinger dice que "Write 2-5-3" funciona para lograr un equilibrio entre educar pequeños y apoyar la expresión artística.

"Es un rato como divertido, atractivo, enriquecedor, para que sean creativos, pero tambien filtramos algunos terminos poeticos o trabajamos con la explicacion o en la interpretacion, y esas cosas que ayudaran a apoyarles cuando vuelvan a clases el dia siguiente."

Datos sobre "Afterschool Alliance", en: afterschoolalliance.org; más sobre "Write 253", en: write253.com

A new Gallup and Lumina Foundation poll unveils a concerning reality: Hoosiers may lack clarity about the true cost of higher education.

The survey reveals merely 23% of U.S. adults without college degrees could estimate the annual net cost of a bachelor's degree from a public college within $5,000 of the actual expense. The repercussions of the financial fog can be overwhelming for students.

Gabriela Espinoza, a 27-year-old nursing student at IUPUI in Indianapolis, said looming debt from school casts a shadow over her future.

"I'm trying to figure out what my debt is going to look like and how long it's going to take me to pay off," Espinoza explained. "I'm luckily in a position right now where I live at home with mom, and she's been helping me out. You know, eventually, I'd like to think about moving out and moving on my own."

Among those polled, 75% believe a bachelor's degree is "extremely" or "very" valuable. However, cost is a major deterrent for many who wish to get a degree. Experts say higher education leaders need to bring clarity to the true cost of college to reduce confusion and provide a pathway for the millions of Americans who have considered college but have not yet enrolled.

For those participating in the poll, 31% have considered stopping coursework within the last three months due to the cost of attending college.

Parker Madison, another nursing student at IUPUI, said the expense is a major concern.

"If you get your college education, you still may be making the same amount as someone without a degree," Madison pointed out. "I feel like sometimes the college education's not even worth it."

More than half, about 56%, of unenrolled adults said cost is a very important reason they are not pursuing a post-high school education. Debt is also a factor for students who stopped out of college, with 35% of students saying loans prevented them from returning to finishing their degree.


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Educators and public school advocates are pushing back on a measure which would consolidate state-funded services that have been an important part of schools in rural Iowa for generations. Some state lawmakers said the funding could be used more efficiently.

Area Education Agencies have been the go-to place for educators in rural Iowa when they need state services at the local level, in all 99 Iowa counties. House Bill 2612 would consolidate the agencies, outsource some of their services and give the state oversight of them.

Mike Owen, deputy director of the group Common Good Iowa, said the agencies have been critical resources for generations.

"The Area Education Agencies have been a very valuable regional system that helps school districts, large and small, with various services that they can't really do on their own," Owen explained. "From special education to media services, to professional development of teachers."

Gov. Kim Reynolds, who signed the measure, said it will provide a more efficient way to spend the state's education dollars. It is scheduled to take effect July 1.

The battle over public school funding has been playing out on a variety of fronts in Iowa, which enjoys a reputation for some of the best-quality public education in the nation. The state recently enacted a private school voucher program, paid for with state dollars.

Owen sees consolidating the Area Education Agencies and outsourcing some of the services they provide as another step in the wrong direction for Iowa's K-12 classrooms.

"It's total disrespect to locally elected decision-makers for schools," Owen contended. "One more example of how education, unfortunately, is being used to pit people against one another, when it is really a unifying value for Iowans."

There are nine Area Education Agencies in Iowa. The State Department of Education will assume oversight of all of them.


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The solar eclipse has sparked more interest in science and technology, especially among young people.

But the saying, 'You can't be what you don't see,' is a reality for youth of color considering a Science, Technology, Engineering, and Math career.

A 2024 Black Girls and STEM Report indicates this demographic aspires to become astronauts, engineers and more -- but a lack of Black representation can dampen their enthusiasm.

Crystal Morton is the founder and director of the Girls STEM Institute, which offers courses for girls ages 7 to 18.
She said the emphasis is on relevant cultural content and careers for girls who might not otherwise have access to these experiences.

"That might be doing a session on the science of Black hair," said Morton, "looking at different products to understand the science behind how that product is made, and what's in that product or how it may be impacting them. So, we make our own products. You can be able to look at a label and say, 'Hey, I should be able to pronounce what I'm putting on my skin, or in my hair.'"

She said the students quickly get the connections.

The National Center for Science and Engineering Statistics says about one-third of STEM workers are women. But Black workers make up only 18% of the 35 million people employed in STEM fields.

Morton said the Institute's Saturday programs are in partnership with the Indiana University, Indianapolis School of Education. And in the summer, volunteers engage with students about careers in aviation and medicine.

As a former math teacher, Morton said she believes early exposure to this information is key, and said kids begin showing their curiosity as early as third grade.

"Understanding how things happen with technology, that they all need to have different mathematical levels of understanding," said Morton. "They need to have computational thinking skills, because that's the way this world is moving. And I believe that they do have it -- if you just sit back and watch them play, you see the problem solving happen."

A report on Indiana's STEM education priorities shows the number of undergraduate degrees is up since 2015, but the number of STEM-related degrees awarded hasn't moved much.

Hispanic and Black students earn between 3% and 5% of those STEM degrees. They make up 6% and 9% of the state's population, respectively.