Far from home, Nigerian-born prep star pursues academic and basketball dreams in Michigan - MLive.com

Image
When Peter Nwoke remembers the last hug he shared with his mother, a smile spreads across his face. It was a hug 10 months in the making and it remains one of his favorite memories. “It was the best feeling ever,” Nwoke said. The hug happened back in 2018 when Nwoke was just 15 years old. He had just completed the long 14-hour flight home from Detroit Metro Airport to his home Lagos, Nigeria, where his sister, Roselyne, was waiting to pick him up and take him home for a three-week stay. When Nwoke’s mother, Adamma, laid eyes on her son, she rushed to him before he made it to the front door. “My mom hugged me for five-straight minutes,” Nwoke said. “I wasn’t even in the house yet.” It was the first time he had returned to his hometown since moving to the United States in 2017 to fulfill an academic scholarship he obtained at Orchard Lake St. Mary’s Preparatory, a Catholic boarding school in southeast Michigan. Up until that point, it was the longest Nwoke had ever been away from ho

The persistent disparity in course leveling - The Sagamore

The persistent disparity in course leveling - The Sagamore


The persistent disparity in course leveling - The Sagamore

Posted: 04 Dec 2020 08:16 AM PST

For the past several years, high school teachers and administrators across different departments at the high school have been considering different ways of dealing with these deep-seated forces of racism.

Math:

Adrian Mims, a former math teacher and dean at the high school, started investigating racial disparities in school for his dissertation at Boston College. According to Mims, when he was at the high school between 60 and 70 percent of Black students in honors geometry dropped down to standard geometry.

Mims subsequently did extensive research and sent a report on how to improve the performance of minority students to the superintendent at the time, Bill Lupini. Lupini agreed to fund Mims' plan for a pilot program that would become The Calculus Project.

The effect of the program was immediate. According to Mims, in the first year of the program no Black students dropped down to standard Geometry. Through interviews with these students, Mims had discovered what had led to the previously high attrition rate.

"One was the fact that they were in isolation. You'd have multiple sections of geometry honors, and you'd have roughly 18 students who identify as Black or African-American spread out across eight or nine sections," Mims said.

According to Mims, The Calculus Project formed a "critical mass" in a few honors Geometry classes, wherein 45 percent of students in a section would be from The Calculus Project. These groups of students started learning theorems and postulates together before the school year began, to prepare them for the new material and encourage them to support one another.

Ukomadu said that being in class with that critical mass helps create a positive environment.

"It feels more supportive, knowing that there are a lot of people who've had shared experiences in school. It feels more secure," Ukomadu said. "In a class like that you don't really feel the need to prove yourself."

In the years since the first pilot program of The Calculus Project, it has expanded to a nationwide organization that works with school districts around the country to implement similar tutoring and cohorting strategies to provide disadvantaged students with opportunities to pursue advanced math courses.

While The Calculus Project has done a lot for the racial disparity in the math department at the high school, disparities still exist in course enrollment. Black students are 116 percent more likely to be in a standard math class than white students.

Social Studies:

After their 2018 study, the social studies department received funding to design a new course with the intention of limiting the impact of existing inequalities. Starting in the 2019-2020 school year, an unleveled ninth grade history class called World History: Identity, Status, and Power (WHISP) replaced the previously leveled ninth grade world history course.

"The premise of the new course was that all students in ninth grade should join the high school on the same footing," Shiffman said. "Of course, kids are all different. We'll meet you where you are, but we want you all in the same room."

Shiffman said this change hasn't had much of an impact on the disparities between honors and standard classes. According to the course enrollment data for the 2020-2021 school year, the same racial disparity exists in tenth grade history classes for students who took the WHISP course. 58.6 percent of Black students in 10th grade are enrolled in standard world history, versus 26 percent of white students. But Shiffman said it is too early to read into this data.

"It's going to take a couple of years to figure out if we've actually done anything and done anything positive," Shiffman said.

Another approach the social studies department took to managing the racial inequities at the high school was the invention of a mixed level course, Shiffman said. English teacher Dave Mitchell and social studies teacher Mark Wheeler created a mixed level eleventh grade class.

"They invented an American Studies course, which is a mixed level course, which is terrific. It's thematic. It coordinates English and social studies curriculum. And that's a way to keep kids from getting tracked into a low level course over years and years," Shiffman said.

Despite these changes, Shiffman said the social studies department is looking to further change the structure of the social studies curriculum at the high school.

" pandemic threw a monkey wrench into our plans. So we're not going to do anything new next year, but eventually my vision is that we'll have a big global studies mixed level tenth grade," Shiffman said.

English:

According to English Curriculum Coordinator John Andrews, the English department has also considered deleveling ninth grade courses. However, the nature of English classes makes this change less straightforward than in other departments.

"In social studies, you can scaffold that content so that all kids have access to it at different levels, but you can still all be talking about the Mayans," Andrews said. "In English, if you're all reading the Odyssey, it is hard to scaffold so that it's equally accessible to all students. As long as we continue to think a class needs to read the same book at the same time, which has been an anchor of an English class for many years, it is hard to open it up to a complete range of skill levels."

However, the gap caused by differences in reading level has not ended the English department's pursuit of a solution. The mixed level tenth grade classes, Real World Literature and Future World Literature, have experimented with changing the structure of a typical English class.

"In one of the World Lit classes a teacher is doing a unit on dystopias and they all read 1984 together. Then she'll offer three different other dystopias that different groups of kids can choose to work at, and they're all at slightly different levels," Andrews said. "She's not telling which kid needs to be with which book."

According to Andrews, taking on content in more diverse, mixed level classrooms adds a new level of enrichment.

"It benefits a class to have students coming from lots of different places and lots of different voices and experiences all in the same room," Andrews said. "It begins to look a little bit more like Brookline High than some of our other classes do at either end of the spectrum."

Curriculum changes in the English department go beyond course offerings. The department has also been rethinking the core books they teach in order to better reflect the experience of their students, Andrews said. Part of that change involves discussion about who is teaching these core books. According to Andrews, the department over the last few years has committed itself to the diversification of its staff.

The English department has also set guidelines for how often its staff should reach out to the families of students and provide extra support, Andrews said.

Support Programs:

Living in Brookline as a person of color comes with a lot of harassment, Lloyd Gellineau, Chief Diversity Officer at Brookline's Office of Diversity, Inclusion and Community Relations said.

"There's everyday racist stuff that goes on citizen to citizen. It's low level, but it's persistent," Gellineau said. "People don't typically report these things; mainly because it happens so much. You would spend your life filing complaints."

Cawthorne said METCO helps their students deal with this everyday racism.

"We have a space that is geared towards academic wholeness," Cawthorne said. "Walking through a school like Brookline there are microaggressions, all kinds of things. Sometimes kids just need to come in and decompress and kind of shut out the outside world."

According to Ukomadu, The Calculus Project and the African-American and Latino Scholars Program (AALSP) provide students of color with the extra academic support that is often missing in the school as a whole.

Shiffman said that programs like AALSP, METCO and The Calculus Project do a lot of good, but are never enough to address the core of the disparities at the high school because they build around existing inequalities.

The need for these types of programs represents the problem with the existing education system, Mims said.

"You really want to be in a situation where you don't need the program," Mims said. "You don't need the program if the system is operating the way that it's supposed to operate. The problem with education right now is that there are achievement gaps and opportunity gaps in every single school that exists."

Fernandez said that in order for meaningful change to occur, moving past incremental changes is essential.

"We want to go beyond this idea of sort of one-off programs that will marginally increase the numbers of teachers of color over time," Fernandez said. "{We want to} really rethink some of these larger parts of the system that really haven't been addressed in a meaningful enough way."

Foreign students must leave US if classes go online, according to new federal rules - The Boston Globe

Posted: 06 Jul 2020 12:00 AM PDT

International students will be forced to leave the U.S. or transfer to another college if their schools offer classes entirely online this fall, under new guidelines issued Monday by federal immigration authorities.

The guidelines, issued by U.S. Immigration and Customs Enforcement, provide additional pressure for universities to reopen even amid growing concerns about the recent spread of COVID-19 among young adults. Colleges received the guidance the same day that some institutions, including Harvard University, announced that all instruction will be offered remotely.

President Donald Trump has insisted that schools and colleges return to in-person instruction as soon as possible. Soon after the guidance was released, Trump repeated on Twitter that schools must reopen this fall, adding that Democrats want to keep schools closed "for political reasons, not for health reasons."

Advertisement



"They think it will help them in November. Wrong, the people get it!" Trump wrote.

Under the updated rules, international students must take at least some of their classes in person. New visas will not be issued to students at schools or programs that are entirely online. And even at colleges offering a mix of in-person and online courses this fall, international students will be barred from taking all their classes online.

It creates an urgent dilemma for thousands of international students who became stranded in the U.S. last spring after the coronavirus forced their schools to move online. Those attending schools that are staying online must "depart the country or take other measures, such as transferring to a school with in-person instruction," according to the guidance.

The American Council on Education, which represents university presidents, said the guidelines are "horrifying" and will result in confusion as schools look for ways to reopen safely.

Of particular concern is a stipulation saying students won't be exempt from the rules even if an outbreak forces their schools online during the fall term. It's unclear what would happen if a student ended up in that scenario but faced travel restrictions from their home country, said Terry Hartle, the council's senior vice president.

Advertisement



"It's going to cause enormous confusion and uncertainty," Hartle said. "ICE is clearly creating an incentive for institutions to reopen, regardless of whether or not the circumstances of the pandemic warrant it."

The international education group NAFSA blasted the rules and said schools should be given the authority to make decisions that are right for their own campuses. It said the guidance "is harmful to international students and puts their health and well-being and that of the entire higher education community at risk."

Nearly 400,000 foreigners received student visas in the 12-month period that ended Sept. 30, down more than 40% from four years earlier. School administrations partly blame visa processing delay.

Colleges across the U.S. were already expecting sharp decreases in international enrollment this fall, but losing all international students could be disastrous for some. Many depend on tuition revenue from international students, who typically pay higher tuition rates. Last year, universities in the U.S. attracted nearly 1.1 million students from abroad.

Trump's critics were quick to attack the new guidelines. Sen. Bernie Sanders, the Vermont independent, said the "cruelty of this White House knows no bounds."

"Foreign students are being threatened with a choice: risk your life going to class in-person or get deported," Sanders said in a tweet. "We must stand up to Trump's bigotry. We must keep all our students safe."

Advertisement



Dozens of colleges have said they plan to offer at least some classes in person this fall, but some say it's too risky. The University of Southern California last week reversed course on a plan to bring students to campus, saying classes will be hosted primarily or exclusively online. Harvard on Monday said it will invite first-year students to live on campus, but classes will stay online.

Immigration authorities suspended certain requirements for international students early in the pandemic, but colleges were awaiting guidance on what would happen this fall. ICE notified schools of the changes Monday and said a formal rule would be forthcoming.

The announcement was the Trump administration's latest pandemic-related strike against legal immigration. Last month, authorities extended a ban on new green cards to many people outside the United States and expanded the freeze to include many on temporary work permits, including at high-tech companies, multinational corporations and seasonal employers.

The administration has long sought deep cuts to legal immigration, but the goal was elusive before the coronavirus.

Comments

Popular posts from this blog

For inbound college students — and universities — fall semester presents new choices and dilemmas - Pittsburgh Post-Gazette

Excelsior College Named Graduating and Transfer University for Study.com - Yahoo Finance

Two "Bright Outlook Occupations" Training Programs | Seekonk, MA Patch - Patch.com