Students from low-income communities in Illinois have historically faced numerous barriers to higher education, but one Chicago-based program offers support, so they can surmount those hurdles.

The OneGoal initiative is a three-year, nonprofit program which offers students financial and academic guidance through their last two years of high school and first year of college.

Melissa Connelly, the organization's CEO, said the program takes a holistic approach to helping students enroll and stay in college.

"You know, it's about helping students really understand their own aspirations, their identity, the impact they want to have in the world," Connelly outlined. "So that when they get on those postsecondary pathways, they're not wondering why they're there."

A new report from the University of Chicago's Inclusive Economy Lab found participants in the program are 40% more likely to graduate from a postsecondary school than peers in similar demographics.

While the program got its start in Chicago Public Schools, Connelly said it has since rolled out to 26 additional districts across Illinois, and several others across the country.

Kelly Hallberg, scientific director of the Inclusive Economy Lab at the University of Chicago, said the program also has a statistically significant impact on high school graduation rates. The report said more than 99% of OneGoal participants graduate from high school, nearly 16-percentage points higher than their comparison-group peers.

"Having not just a plan, but a realistic plan that students believe that they can implement after high school," Hallberg explained. "That helps you get to college, but it also helps you be engaged in school, see the point of your courses in high school and even get to the high school graduation mark."

The report noted disinvestment in low-income communities has disproportionately affected Black and Latino students. Despite high levels of interest, only about 18% of students in Chicago Public Schools will earn a bachelor's degree within a decade of high school graduation.

Support for this reporting was provided by Lumina Foundation.

The shortage of school teachers and staffers has reached a crisis level in some public schools. An education advocacy group is making recommendations to fix that. Pennsylvania serves more than 1.7 million students in grades K through 12.

Rich Askey, Pennsylvania State Education Association president, said they plan to unveil a state legislative package that focuses on several key priorities to solve the school staffing crisis, including a boost in teacher salaries. Right now, some teachers average about $27,000 a year to start, and the plan calls for money to attract more candidates.

"First to set the annual minimum salaries for educators, school counselors, nurses, and other educational professionals at $60,000," Askey said. "And also, we want to look at a minimum wage for custodians, cafeteria workers, paraprofessionals, and other support staff at $20 per hour. "

Askey added there has been a dramatic decline in the number of college graduates entering the teaching profession. Pennsylvania issued more than 12,000 fewer first-year teaching certificates in the 2020-21 school year than it did in 2012-13, a drop of 66%.

Askey said in addition to affecting teachers and staff, the shortage has created challenges in the classroom, resulting in some kids having learning problems.

"I know of educators that are teaching two classes at the same time and on one side of the room, they might be teaching life science on the other side of the room, they might be teaching earth science, and that doesn't let our kids have the individual attention that is so needed, " Askey said.

Askey added the legislative plan would be taking a sustained multi-year commitment to be phased in over five years. It also includes paying college students in teacher preparation programs while they are student teaching, creating a scholarship program, and investing in the "Grow Your Own" program to help paraprofessionals and school support staff go back to college and earn their teaching degrees.

As educators across Massachusetts prepare to administer high-stakes tests for students this spring, new polling shows the public supports changes to the often stressful graduation requirement.

Seventy-four percent of poll respondents support a policy in which students would still take the Massachusetts Comprehensive Assessment System tests, but wouldn't need a passing grade to graduate.

Massachusetts Teachers Association vice president Deb McCarthy said the tests fail to reflect the depth and diversity of students' intelligence and learning styles.

"The score," said McCarthy, "is simply a measure of who is a good test taker."

McCarthy said recently introduced legislation - entitled the Thrive Act - would allow school districts to use coursework to determine a student's mastery of English, math, and science as required by state standards - rather than a one-time standardized test.

Massachusetts is one of only eight states requiring high school students to pass a test to receive their diploma.

Educators say standardized tests are especially difficult for students with Individualized Education Plans, English language learners, and students from low-income communities.

McCarthy said removing the pressure of high-stakes testing would improve outcomes for historically disenfranchised students.

"The research shows us that there's a direct correlation between the test scores and the ZIP codes," said McCarthy, "and it really is an opportunity gap, not an achievement gap."

The Thrive Act would also eliminate the state's power to take over underperforming schools, which tend to be located in some of the poorest communities with lower MCAS scores.

Backers of the legislation say it would give students, parents, and educators a greater say in how their schools are run.

A grant is helping student parents at a college in northwestern Montana.

The Aspen Institute has announced Blackfeet Community College and seven other institutes around the country have joined the Black and Native Family Futures Fund.

Linda Sue Racine is a counselor and the coordinator of the $75,000 grant at the school. She said COVID-19 hit the Blackfeet Reservation hard and many students are grieving.

"To be able to get good grades and all that you need to have some peace in your life," said Racine. "And I always feel that if we're not well mentally and emotionally and physically, then we're not going to be able to succeed."

The grant comes with technical assistance to implement programs as well. Blackfeet Community College is setting up the Native Student Parent Program, which will help young mothers with child care, food and transportation.

Racine said elders also are helping with the program. She said workshops for the young mothers include making traditional outfits for their kids.

"We just don't want our people to lose their cultural and their traditional way of life," said Racine. "So it's very important that we integrate it in everything we do."

The eight institutions that received funding are Historically Black Colleges and Universities and Tribal Colleges and Universities.

Support for this reporting was provided by Lumina Foundation.




get more stories like this via email