By Claire Carlson for The Daily Yonder.
Broadcast version by Deborah Van Fleet for Nebraska News Connection reporting for The Daily Yonder-Public News Service Collaboration

A federal grant of $62 million to the nonprofit Center for Rural Affairs in Lyons, Nebraska, will help build residential solar-power installations for Nebraska families who usually can’t afford the cost-saving systems, the center’s director said.

The Center for Rural Affairs is one of 60 grantees across the country that will participate in the Solar for All program, a Biden administration initiative that is part of the Inflation Reduction Act of 2022. The program will provide a one-time injection of $7 billion nationally to help people who would normally have a hard time paying for residential solar production capacity.

“The people that have built solar have tended to be middle income and higher individuals or institutions that have the discretionary resources to do the upfront costs or do the financing,” said Brian Depew, executive director of the Center for Rural Affairs.

The center has advocated for economic justice and environmental stewardship in Nebraska’s rural communities for more than 50 years. The Solar for All project will serve all of Nebraska, not just rural areas.

“People with less fiscal capacity have not yet been able to participate fully in the benefits of solar energy,” Depew said. “That’s what we’re trying to change.”

The Center for Rural Affairs received word of the grant in April (2024). Depew said learning about the large grant was a “surreal” moment for his organization. 

“It’s a major award for the Center for Rural Affairs,” Depew said in a Daily Yonder interview. “Just the magnitude of the award and the size of the project that we’ll be able to do.”

The Solar for All program comes out of the $27 billion Greenhouse Gas Reduction Fund in the U.S. Environmental Protection Agency (EPA). The agency estimates that 900,000 households across the country will benefit from the solar projects funded by the program. Recipients range from state governmental agencies to nonprofit organizations like the Center for Rural Affairs. 

Once the awards are allocated to the organizations such as the Center for Rural Affairs that will distribute the funds to recipients, eligible households in all 50 states, the District of Columbia, Puerto Rico, U.S. territories, and tribal nations will be able to apply for grants, technical assistance, and loans to pay for solar panels. 

In Nebraska, this opportunity will most likely open to residents in the next two years. “There will be an up to one-year planning period where we will further design…the application period [for grants],” Depew said. “We hope to start piloting some actual solar installations during the planning period, but it could be a full year before we are really up and ready to take applications from a broader array of people.” 

Depew credits the Center for Rural Affairs’ success in getting this award to the number of stakeholders they conferred with during the application process. The center met with more than 50 stakeholders from rural, suburban, urban, and tribal communities in Nebraska to get their input for a program proposal that made sense for their communities. What made it into the final application was a three-part strategy for implementing residential solar in Nebraska. 

The first strategy is community solar, in which public utilities manage the solar arrays and eligible residences could benefit from the solar through a subscription service or by owning some of the panels. The second is multifamily affordable housing solar, in which the center would work with utilities, developers, or low-income housing financing partners to deploy solar at multifamily residences. And the third strategy would be directly providing grants or loans for rooftop solar to individual residences. 

The center’s Solar for All application proposed allocating each of the three strategies one-third of the total project funds. This could change as they work on the details in the planning process that will take place in collaboration with the EPA over the next year.

“All of the projects are required to be residential-serving solar, and they’re required to serve low to moderate income individuals and individuals living in historically disadvantaged census tracts,” Depew said. 

The EPA identified these census tracts using the Climate and Economic Justice Screening Tool, which is part of the Biden administration’s Justice40 Initiative to ensure 40% of federal environmental investments go to communities that are “marginalized, underserved, and overburdened by pollution,” according to a press release. Some of these census tracts will include rural communities, but people can also qualify at the individual household level regardless of the census tract they live in. 

The Solar for All money will be disbursed over a five year period. The Center for Rural Affairs plans to put some of the money into a revolving loan fund so they can extend the funding beyond the five years. A complete list of Solar for All awardees may be found here.


Claire Carlson wrote this article for The Daily Yonder.


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By Ramona Schindelheim for WorkingNation.
Broadcast version by Mark Richardson for Virginia News Connection reporting for the WorkingNation-Public News Service Collaboration

As a mathematician who solves problems, Dr. Bourama Toni is looking to make sure young people from underserved backgrounds have access to careers in the data economy.

“Data analytics and data science are in demand. People who are left out in math will also be left out in anything related to math, which will be very unfortunate,” says Toni, PhD, Professor and Chair of the Department of Mathematics at Howard University. Data analysts and data scientists require different skills and the job outlook for both occupations is strong.

Hiring for data analysts is expected to grow 23% in the decade between 2023 and 2033, with a median salary of $83,640. A bachelor’s degree is usually required. The demand for data scientists is even higher and is expected to grow 36% in the same time period with a median salary of $108,020, with at least a bachelor’s degree. 

Diversity in these fields is not. For example, it’s estimated only 4% of data scientists are Black.

That is why Howard University, the nonprofit National Education Equity Lab, and Google partnered to offer a year-long data analytics course to students from Title I high schools which have high rates of poverty. A large percentage of the population are students of color. 

The program is introducing more high school students to the potential career by allowing them to take college courses and earn an industry certificate at no cost. Training consists of teacher-led online courses at their high schools, with teaching fellows offering instruction and serving as mentors in the classroom at participating schools. 

Making Equity Part of the Data Economy Equation

With opportunities in the field growing, the National Education Equity Lab is working to ensure that students from historically underrepresented communities aren’t left out. The Data Analytics program that started in the fall of 2024 is part of the organization’s mission to advance economic and social mobility for the students it serves. 

“We were founded on the belief, and the reality, that talent is evenly distributed in our nation, but that opportunity is not. And, as an organization, we were created to help change that,” say Laura Moore, chief higher education officer at the organization.

“We see this as being a really powerful way to not only expose our scholars to that field, but give them the tools and resources they need to be active participants and leaders in that field, if they so choose,” adds Moore.

In the five years since the organization was started, it’s partnered with more than one dozen universities and others, and counts 33,000 high school students served with 80% of them passing college courses and getting credits for them, according to Moore. 

Gaining a Google Data Analytics Certificate

While it’s worked with Howard University on several programs offering college credits to high school students in subjects including college algebra, what is different about this data analytics program is that students can also earn a Google Data Analytics certificate along with six credits.

“We see the addition of this certified, industry-recognized career credential to be a really powerful tool that students have in their toolbox. It really just opens up additional opportunities for them whatever their path is after high school,” explains Moore. 

Easing Student Debt

Some 226 high school students from around the country are enrolled in the Data Analytics program. One of those schools is the Columbia Heights Education Campus, a public school in Washington D.C., serving roughly 1,600 students. 

“We pride ourselves on providing accessibility to all students who express interest in learning. We provide a rigorous curriculum for those students,” says Wendy Pugh, assistant principal at the school and a co-teacher for the program.

Eighteen students in the school are enrolled. Pugh says she is pleased with the result from the first semester. “I would say 90% of those students have received an A, so it just proves that when given access and support our students can perform with that level of rigor,” stresses Pugh. 

She sees that the program is valuable in financially, too. “One of our biggest challenges overall is students being able to afford higher-level education.

“One of the biggest motivators for me, and my co-teacher, was just having the opportunity to provide these college-level courses for free for our students. Overall, it reduces the amount of debt one will have going to the next level,” adds Pugh. 

That next level offers a different option than a four-year degree with the Google Data Analytics degree. 

Providing an Additional Option

“Because they’re coming from low-income families, some of them may not be interested in pursuing any degree. That’s also okay. I understand perfectly the pressure of the family, saying, ‘look, you finished high school, why don’t you get a job?’ So if we can give them that option as well, it’s great,” explains Howard University’s Toni. 

Among the steps taken to prepare students to be more marketable, he says, was to change the syllabus from learning Python to RStudio. 

Should students choose to enter the workforce after graduating high school and the year-long data analytics program, he explains they can apply for entry level jobs to any company using data. 

The Google program also works with employers interested in hiring students who’ve earned the Google certificates.

The average base salary for an entry level data analyst, according to Indeed, is $22.49 an hour. 

Math = Motivation and Confidence

While the college credits and data industry certificate give these students an advantage leaving high school, the other thing the program seeks to do is far more personal. 

“What we’re trying to do in the program is to build confidence. They do not have that confidence because of their background,” Toni explains. “This is a major part of the work we try to do to tell them you can do it.”

That lack of confidence, he says, is due in large part to the way students were taught math. He came to that conclusion after witnessing students fail in college algebra courses offered to Title I high schools. 

“The frustrating side of it: It’s just motivation. They have the skill,” adds Toni. He firmly believes that if students are taught how math is applied to everyday life and jobs, they will succeed. “You just need to understand why you need it, why you’re doing it, why it’s useful.”

He aims to increase enrollment in the program next fall in hopes of reaching more underserved students to change the way they approach math and see how it’s tied to good-paying jobs that are in-demand.

“The key thing is: how do I motive anyone that math and the related fields of data science, artificial intelligence, data analytics and computer science, that if you feel comfortable in math, you don’t have to worry about performing in any of these fields.”


Ramona Schindelheim wrote this article for WorkingNation.

Support for this reporting was provided by Lumina Foundation.


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Since 2021, union elections in Maryland and across the country have more than doubled - and union election wins are at a 15-year high.

But President Donald Trump's administration is seen as taking action to weaken labor laws.

The National Labor Relations Board, which rules on labor practices and elections, was one target. Just days into his term, Trump fired its head, Gwynne Wilcox, a Biden appointee.

Margaret Poydock, a senior policy analyst with the nonprofit Economic Policy Institute, said this doesn't bode well for organized labor.

"There will still be organizing, but unions and workers may be hesitant to bring cases to the NLRB," said Poydock. "President Trump has made it clear that he expects members to rule in favor of employers."

A federal judge ruled earlier this month that Wilcox must be reinstated at the NLRB, but Trump administration attorneys appealed the decision.

Despite the stance of the Trump administration, unions remain extremely popular among the general public. A Gallup poll in 2024 found that 70% of Americans view unions favorably.

That's up from a low of 48% in 2009. Poydock said support for unions from the general public - even those who don't belong to a union - is key to keeping momentum strong.

"Public solidarity helps support unions, when they're trying to win a union contract or when their employer violates labor law," said Poydock. "So public support is key in the mix of union organizing right now."

In 2024, Maryland workers held 54 union elections. Notably, workers at a string of marijuana dispensaries voted to unionize.




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Professors on college campuses across the country are unionizing at increasingly higher rates and a bill in the Maryland General Assembly may help the efforts at state universities.

The legislation would give faculty at Morgan State University, St. Mary's College of Maryland, and faculty in the University of Maryland system the right to form a union. Another bill would also offer collective bargaining rights to graduate assistants at Maryland universities.

Del. Linda Foley, D-Montgomery, said the legislation would give teachers at each university the freedom to decide.

"If they desire and they vote for a union representative to represent them, then they can bargain a contract with their employer," Foley explained.

The bill includes full-time or part-time faculty, and those who are either on tenure or non-tenure tracks. Foley added faculty at Maryland community colleges are already able to organize unions.

Since 2012, the number of unionized faculty across the country has grown more than 7%, with more than a quarter of all faculty belonging to a union. More than 80% of unionized college faculty members are nontenured. Foley, a former vice president of the Communications Workers of America, said despite perceptions, unions are not just for blue collar workers.

"Just because they're not doing manual labor or you know working in a sweatshop so to speak, doesn't mean that workers don't have rights to collective bargaining or that collective bargaining isn't meaningful," Foley emphasized. "It certainly is, because there are many, many issues that collective bargaining can address."

She added workers could benefit from negotiating with an employer about hours, wages and working conditions which would otherwise be more difficult without a union.


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