The Hispanic OutlooK-12 Magazine November 07, 2016 by Hispanic Host

NOVEMBER 7, 2016

VOL.2 NUMBER 8 from the publisher of The Hispanic Outlook in Higher Education Magazine

LIFE AFTER HIGH SCHOOL College Scorecards MORGAN STANLEY’S JAMES COTTO Offers His Roadmap to a Successful Life and Career

MARIO LOPEZ “Do the right thing, and the right thing will happen for you.”

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Editorial Policy The Hispanic OutlooK-12 Magazine Inc.® is a national magazine. Dedicated to exploring issues related to Hispanics in K-12, The Hispanic OutlooK-12 Magazine Inc.® is published for the members of the K-12 education community. Editorial decisions are based on the editors’ judgment of the quality of the writing, the timeliness of the article, and the potential interest to the readers of The Hispanic OutlooK-12 Magazine Inc.®. From time to time, The Hispanic OutlooK-12 Magazine Inc® will publish articles dealing with controversial issues. The views expressed herein are those of the authors and/or those interviewed and might not reflect the official policy of the magazine. The Hispanic OutlooK-12 Magazine® neither agrees nor disagrees with those ideas expressed, and no endorsement of those views should be inferred unless specifically identified as officially endorsed by The Hispanic OutlooK-12 Magazine®. Letters to the Editor The Hispanic OutlooK-12 Inc. ® E-MAIL: admin@k12hispanicoutlook.com

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CONTENT VOLUME 2, ISSUE 8

MARIO LOPEZ: “DO THE RIGHT THING, AND THE RIGHT THING WILL HAPPEN FOR YOU.”

ROLE MODEL

Giving Back to the Boys & Girls Clubs of America

8 MAKING THE GRADE

Veteran Educator Offers Advice to Teachers and Parents

MAKING THE GRADE MAKING THE GRADE

15 FIND YOUR IDEAL COLLEGE THROUGH THE DOE’S COLLEGE SCORECARD’S SEARCH ENGINE

LIFE AFTER HIGH SCHOOL

College Scorecard’s Top Ranking Schools Based on Financial Considerations and Student Outcomes

READ ANY GOOD BOOKS LATELY? SCHOOL LIBRARY

22 HONOR ROLL

This Month OutlooK-12 Features the “Chicken Soup for the Soul” books especially written for kids, preteens and teenagers

MORGAN STANLEY’S JAMES COTTO OFFERING HIS ROADMAP TO A SUCCESSFUL LIFE AND CAREER “Life is a never-ending learning process.”

NEWS AND TRENDS

The Latest Education-related Stories from Across America

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“BAD HAIR DOES NOT EXIST/¡PELO MALO NO EXISTE!” is an empowering book designed to encourage self-esteem by exploring the subject of hair in a positive, uplifting way. Written by Sulma ArzuBrown and illustrated by Isidra Sabio, the bilingual book features and celebrates girls and women with a variety of different hair colors, styles and types. “There are all types of hair. And all hair is GOOD!/Hay toda clase de pelo. ¡Y todo pelo es BUENO!” the book reads as it emphasizes its theme: it is impossible to have bad hair since bad hair does not exist. “It looks like a children's book, however the message is a mature one,” Arzu-Brown writes on her book’s official website. “Its target demo is from the age of comprehension to adulthood.” Born in Honduras, Arzu-Brown moved to New York City when she was six years old and eventually married and had two daughters. She writes that throughout her life she “encountered a series of events in which the term ‘pelo malo’ (meaning bad hair) was used too loosely and irresponsibly to describe the natural (not chemically treated) hair of Black girls and girls of Afro decent without thinking about the damage it inflicts on their self-esteem.” When the term was used to describe her children, she decided to take action and taught her oldest daughter how to describe her hair in positive terms and stand up for herself and her sister. Those techniques became the basis of “BAD HAIR DOES NOT EXIST/¡PELO MALO NO EXISTE!” “I…made the decision to share these tools,” she wrote, “with you dear reader and all girls, so they too would be equipped to educate and protect one another.”

For more information and to purchase a copy of “BAD HAIR DOES NOT EXIST/¡PELO MALO NO EXISTE!” visit www.badhairdoesnotexist.com or www.nopelomalo.com

ROLE MODEL

MARIO LOPEZ

“Do the right thing, and the right thing will happen for you.” Story compiled by Mary Ann Cooper

8 · November 7, 2016

PHOTO COURTESY OF WWW.BUSINESSWIRE.COM

ario Lopez is Chula Vista, California’s, favorite son. Born and raised in this American city bordering Mexico, he began to pursue an entertainment career as a young teen, landing his first acting role in the television series “AKA Pablo.” However, it was his role as high school athlete and heartthrob A.C. Slater on the NBC sitcom “Saved by the Bell” that gave him his first taste of fame. Since then as an actor and a producer, he’s been attached to film projects such as “Outta Time” and “The Courier.” Lopez has also hosted several television shows, including “Pet Star,” “America’s Most Talented Kid” and the talk show “The Other Half.” He’s currently a host for the award-winning entertainment news TV magazine “Extra.” Concurrently, Lopez is the host of the nationwide iHeartMedia radio shows “On with Mario Lopez” and “iHeartRadio Countdown with Mario Lopez.” In 2014, Courtney Lopez joined her husband Mario as co-host of his Premiere Networks’ syndicated radio show “ON with Mario Lopez.”

However, before making a name for himself in entertainment, Mario Lopez was a wrestler at the Chula Vista chapter of the Boys & Girls Clubs of America (BGCA), earning Club-wide and state championships. In fact, if truth be told, despite all the success he has had and continues to have, his BGCA experience seems to have had the greatest impact on his daily life, and it drives him to be a positive Hispanic role model. Lopez does not shy away from being an advocate for the Latino community. As he told FOX News Latino, “I embrace it because I am proud of my community and my culture, and I want to represent it the best way I can and provide some motivation for other young people out there like me. So it’s something I am proud of. I encourage them to find what they love and are passionate about, work hard and stay focused. Do the right thing, and the right thing will happen for you.” Growing up in Chula Vista, a border town maintaining both American and Mexican cultural identities, enhanced Lopez’s appreciation of Hispanic culture, as he details in his memoir, “Just Between Us,” published in 2014. “Chula vista was my home, the world that raised me and a part of my DNA. I loved it all – and still do. We were little more than three miles from the border with Mexico, just across from Tijuana. People would call my hometown ‘Chula Juana,’ because it’s practically in Mexico. We didn’t cross the border; the border crossed us. As a result, living in Chula Vista – a predominantly Hispanic commu-

nity – was a lot like living in Mexico. Even the signs were written in Spanish. There were taco stands and mariscos and bodegas on every block. Car radios driving through the center of Chula pumped mariachi music and the latest love songs sung by Mexican pop stars. And everybody spoke Spanish.” Lopez says he was a good student, but his mother, Elvia, wanted to take extra steps to make sure her outgoing and affable son didn’t get himself in trouble while she and her husband Mario Alberto were off to work. In “Just Between Us” he explains, “Mom had a master plan for keeping me busy and out of trouble, such as when she signed me up to spend my afternoons at the local Boys Club. Though I had no choice in this matter, I understood that it was a plan to keep me safe and off the streets. It wouldn’t take long for me to throw myself in all they had to offer, especially wrestling. Today, the organization is called the Boys & Girls Clubs of America. Back then it was the Boys Club of America. No girls allowed. Wrestling was a godsend; just what Mom had been hoping to find for me, and so too was the Boys Club. “The first time I stepped foot in our local Boys Club I felt at home, the sense of belonging was almost instantaneous, even at seven years old I could see that the Boys Club was not just a place where busy parents sent their kids (like me) to keep them off the streets, but it was also a haven for children who had no parents to speak of. The adults leading the program were former inner-city kids who knew all too well of the pitfalls for anyone growing up in the barrio.”

“The first time I stepped foot in our local Boys Club I felt at home, the sense of belonging was almost instantaneous, even at seven years old I could see that the Boys Club was not just a place where busy parents sent their kids (like me) to keep them off the streets, but it was also a haven for children who had no parents to speak of.” —Mario Lopez

The experience has a lasting impact on him, and years later, he found himself working with BGCA on a regular basis and becoming one of their ambassadors. He told FOX News Latino, “I grew up going to a Boys & Girls Club in my hometown of Chula Vista. It’s a wonderful organization that I am happy to be a part of. I am one of the spokespeople and the fitness ambassador for all the clubs, and I am trying to keep kids healthy and living a more fit life style.” www.k12hispanicoutlook.com K

10 · November 7, 2016

PHOTO COURTESY OF IHEART MEDIA

At age 10, Lopez’s life in the barrio changed dramatically when talent agent Christine Guerrero saw his high school dance recital and took him on as a client. That’s when he began to see how the outside world – particularly the entertainment industry – viewed diversity. As he explains in “Just Between Us,” “Most of the calls I went on at this point in LA were for commercials. I didn’t go on a ton of auditions, though, because in this period the sponsors were trying to be more specific about the type and look they wanted, and somehow I fell through the cracks. Either I wasn’t ethnic enough, or I wasn’t American enough. And I didn’t get a lot of the jobs that I auditioned for – more than I could count. ‘Mario, have you considered changing your name? Perhaps to something less ethnic’ was a suggestion I started hearing during this time. Agents and manager types wanted me to make the change to widen my appeal. My dad wouldn’t even consider it. He said, ‘Mario Lopez is your name. That’s what I named you. You should be proud of it.’ Arguments for the name change continued from others. After all, they argued, the respected Mexican actor Anthony Quinn had changed his name from Antonio Rodolfo Quinn Oaxaca. I had a friend Miquel Gil De Montes who changed his name to Mark Roberts. The list went on and on. But dad was right: Mario Lopez was my name.” It was a decision he never came to regret. Over the ensuing years, Lopez amassed an impressive resume, but

Courtney Lopez, Mario's wife and on-air colleague.

he never left Chula Vista in the rear view mirror. In 2013, the National Hispanic Media Coalitions Impact Awards honored Mario Lopez who received their Media Entrepreneur Award. He talked about not just his own work, but the place of Latinos in the Hollywood society, urging the community to tell “universal stories with Latino faces.” He also referenced Chula Vista and addressed his role as someone who strives to impact young Latinos.

“The important thing I realized is you have to have an impact on someone to make a difference,” he told the audience at the awards gala. “When I started working with the Boys & Girls Clubs of America, I realized that’s what it’s all about; giving back and really having an impact on young lives, so other Latinos can say, ‘hey, man, he came from a neighborhood like mine. If he can do it, why not me.’ And that’s what I really want to do.” •

Mario Lopez

Adds Two Children’s Books to His Creative Resume

fun? The book was co-authored by Mario

talized in a children’s book he

Lopez and his sister Marissa Lopez Wong

authored entitled, “Mud Tacos.” Published

with Maryn Roos as the book’s illustrator.

in 2009, it gives readers insight into his

His second book, “Mario and Baby

childhood memories growing up in Chula

Gia,” was published in 2011 as a touching

Vista, California. Would you eat a wormy,

tribute to his fatherhood experience as dad

squirmy mud taco?

The book answers

to Gia who was born in 2010. He reprises

this question and is the story of Maris-

the autobiographical characters in his first

sa, a young girl who loves her big broth-

book with Mario having a hard time finding

er, Mario. He always comes up with fun

someone to play with since all of his usual

ideas. When playing in their nana’s back-

playmates are busy. His sister, Marissa, is

yard, they decide to make some wormy,

playing with Cousin Rosie, and his cous-

squirmy mud tacos. That gives Mario an

in Chico is off to baseball practice. When

idea; how about some real tacos for lunch!

Nana asks Mario to babysit his cousin Gia

Before long, it is off to the store with Nana,

while she bakes, he finds that babies can be

but first they must pick up their cousins

a handful. But even when he feels that he

Rosie and Chico. When Chico starts act-

has reached the end of his rope, it is baby

ing like a hotshot to prove that he is a big

Gia who reminds Mario that a family is built

kid, can his cousins, with the help of a few

on love and caring. It was written by Lopez

mud tacos, show him how to have some real

and once again illustrated by Maryn Roos. •

BOOK COVERS COURTESY OF CELEBRA BOOKS

ario Lopez’s upbringing was immor-

www.k12hispanicoutlook.com K

Giving Back to the Boys & Girls Clubs of America A

great fish and learn a lot at the same time,” Lopez told FOX News Latino. “It’s a real treat because I didn’t see anything like this when I was growing up. I thought it would be really neat.” Lopez made an appearance at the Ken Carlson Boys & Girls Club in Winston-Salem, North Carolina, for the Club’s Family Extravaganza Day and discovered that there is a commonality among the boys and girls there with the ones he grew up with in Chula Vista. He observed that many were like him, a kid with blue-collar, hardworking parents looking for a place to belong, to grow and to stay out of trouble. “I grew up in a Club just like this,” Lopez told the audience there. Lopez was in Winston-Salem for the visit and to work with FOX8/ WGHP-TV. Earlier this year, as part of the launch of the new Oreo S’mores Blizzard Treat and the return of the fan favorite S’mores Blizzard Treat, the Dairy Queen system, a Berkshire Hathaway company, donated $30,000 in “Extra” host Mario Lopez’s name to the Chula Vista Boys & Girls Club to fund two camps for 200 local kids. “This donation supports our ongoing mission of providing childcare, recreational opportunities and

programs to empower local youth and help them become responsible citizens and leaders of our community,” said Ken Blinsman, president and CEO of the Boys & Girls Clubs of South County, which merged with the Chula Vista branch in 2009. “We are so thankful to Mario and the Dairy Queen system for their generous contribution. Our kids are the big winners.” One of the things that Mario Lopez has also taken a special interest in has been public education. In addition to his work with BGCA, Lopez recently teamed up with General Mills to promote their education program that brings much needed resources to struggling and underfunded public schools. By partnering with General Mills and the Box Tops for Education Program, the actor has been urging everyone to join him as he “enlists the next generation” of kids. Kids can cut the box tops of cereal boxes and redeem them for cash needed for their schools. This fall, General Mills is celebrating the 20th birthday of its iconic Box Tops for Education program, which has provided schools in the U.S. with more than $780 million in funding over the last two decades. •

PHOTOS COURTESY OF ANIMAL PL ANET

nyone reading the life story of Mario Lopez can readily see the impact the Boys & Girls Clubs of America has meant to him and how he credits his success, in part, to this organization. He doesn’t, however, just pay lip service to his commitment. Here are some projects he is involved with that directly impact the Boys & Girls Clubs of America in tangible ways: Lopez is the Alumni Ambassador of Fitness of the Boys & Girls Clubs of America and is always looking for unique ways to promote health and fitness in club activities. In 2014, he reached out to Animal Planet’s hit reality show “Tanked” to come up with a design for an interactive fish tank that would inspire exercise as well provide a lesson in science for the boys and girls of the Boys & Girls Club of West San Gabriel Valley, California. Using a large arcade game terminal and exercise bike attached to a 180-gallon tank, show hosts Wayde King and Brett Raymer translated Lopez’s vision into a fun and educational experience for BGCA members. The aquarium was an instant hit at the Club. “I thought it would be cool to build one of these tanks for one of the Clubs, so kids could see these

12 · November 7, 2016

Mario Lopez

Helps Raise Funds for the Leukemia and Lymphoma Society

he company Hot Dog on a Stick turned 70 years old, and to celebrate its platinum anniversary earlier this year, it aimed to “Stomp Out Cancer” by raising $70,000 for The Leukemia & Lymphoma Society (LLS). It kicked off its fundraising efforts with a celebrity lemonade Stomp-A-Thon featuring Mario Lopez. At the event, Lopez learned to stomp lemonade with LLS’ honored patient heroes including three-year-old Kylie who was diagnosed with Leukemia just two days before her second birth-

day. Leukemia is the most common form of childhood cancer, but thanks to the cutting-edge research funded by LLS, there continues to be hope. Kylie was put into a clinical trial for her particular type of Leukemia, and she has fought cancer with a smile. She has been in remission since November 2015 but will continue maintenance chemotherapy treatment over the next several years. Hot Dog on a Stick’s Stomp-AThon for LLS was held at its Muscle Beach location in Santa Monica,

California, and raised more than $15,000. Another highlight of the day was Lopez working in the famous beach stand making Hot Dog on a Stick’s famous stick items and serving customers. “Kylie is an amazing little fighter and one great lemonade stomper too!” said Katie Hiller, mother of LLS Honored Hero, Kylie. “Hot Dog on a Stick’s Stomp-A-Thon was an inspirational and uplifting event, and their fundraising efforts will help children like Kylie stomp out cancer for years to come.” •

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14 · November 7, 2016

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MAKING THE GRADE

by Gary Cooper

IT'S USEFUL AT TIMES TO HAVE A FRESH PERSPECTIVE TO “MAKE THE GRADE.” WITH THIS IN MIND WE HERE AT OUTLOOK-12 HAVE CREATED A SPECIAL COLUMN WHERE YOU, OUR READERS, CAN WRITE TO US WITH YOUR PERSONAL AND PROFESSIONAL QUESTIONS AND GET PERSPECTIVE AND INSIGHTS FROM OUR RESIDENT AWARD-WINNING EDUCATION VETERAN AND CONTRIBUTING COLUMNIST GARY COOPER. AN EDUCATOR FOR MORE THAN 45 YEARS, GARY HAS TAUGHT STUDENTS FROM NURSERY SCHOOL TO COLLEGE AND IS ALSO A GUIDANCE COUNSELOR.

Q: Due to my responsibility as a mother, I’ve become a professional substitute. My problem is one day I’m teaching first grade, and the next day I’m in high school, and the third day I’m in middle school. Frequently, the lesson plans are inadequate, confusing or non-existent. This lack of assistance leads to unruly classes. Will you please help me? A: This type of problem is one of the most frequent ones I hear. Simply stated, you need to start a substitute teaching file. Begin collecting different materials suitable at various grade levels. Enter the classroom armed with such materials as crossword puzzles, word finds, map skills or specific reading materials armed with questions. I found books called Minute Mysteries very useful at many grade levels. Use these materials to either supplement the actual teacher’s lesson plans or merely to replace them. Going into a day where you are familiar with your own materials often makes the day less arduous. As a substitute teacher, you need to understand the academic requirements of each grade level. When assigning “busy work,” try to give a year or more below actual grade level. A treasure trove of materials for all learning levels are available either online or in bookstores. If you start each teaching day over prepared for that given class, a substitute teacher’s day becomes much easier.

Q: My son is severely dyslexic. Although only in the fourth grade, he is steadily falling behind. Neither my husband nor myself have any experience dealing with dyslexia. We’re at a loss how to help him, but we have to do something. Please advise us what we should do. A: Most students acquire information through reading. That avenue of learning is less available to your son than most. Your “job” is to assist him in gaining information that he needs to learn. Read to him or record his assignments. If permitted, write down his answers to homework questions or have your son say aloud to you what he wants to write for a composition while you transcribe his words. Many parents use the computer application Dragon® NaturallySpeaking to help their children with writing assignments. Continue to try to improve your son’s reading skills. A dyslexic child could remain in that state for the rest of his or her life. On the other hand, many dyslexic individuals improve their abilities in reading and writing. Finally, having your child utilize his skills on the computer in areas other than games; there are many activities that can be done on a computer with little or no reading ability.

Q: Our son is a senior in high school. He was a star football player, and quite a few colleges offered him a full scholarship. During the first of the season, he tore up his knee. We spoke to the coach, and he informed us that interest in our son had greatly diminished. We feel our boy’s life is forever ruined. Is professional football even a possibility now? What would you recommend? A: I know things seem at their lowest point right now, but your son’s future is very much bright. After surgery, make sure your son dedicates himself to rehabbing his injury. Most schools with an injured player will “redshirt” a freshman athlete. Even if your teenager goes to a smaller, less competitive school, at some point he can transfer to a larger school. As for whether or not this high school injury might deny him a shot at professional football, not necessarily. So as difficult as this injury may seem, it may be a blessing in disguise. Realistically, to earn a livelihood from a sport for most of us is remote. Your son may begin to prepare for life without football, which may open new doors for him beyond anything he has imagined for his future.

If you would like to write to Gary for advice, please email admin@k12hispanicoutlook.com

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Life

After High School

or many high school students, deciding what to do after graduation is overwhelming. Even those who choose to go onto a form of higher education still have to figure out which schools to apply to, and for students in low-income households, picking not only the right school but also an affordable one can feel impossible. With this in mind, we at OutlooK-12 have created a new section called Life After High School where we will offer information and resources that will hopefully help make this decision a little easier. For our first installment, we are focusing on a tool available through the Department of Education—the College Scorecard. Available at https://collegescorecard.ed.gov this online search engine allows students to find schools based on programs/degrees, location, size and name as well as by advanced search parameters like whether or not the school is public or private, has a religious affiliation, is for men or women only or is a Hispanic-serving institution. The site also offers information on financial aid available (including a way to calculate it online) and the benefits of GI Bills. At the time of publication, the College Scorecard’s website listed the following as the top ranking schools based on financial considerations and student outcomes. The conclusions and projections offered in the text accompanying the charts are solely those of the Department of Education.

16 · November 7, 2016

Find a Community College in Your State with High Salaries

hese public, two-year (community) colleges have the highest earnings of any community college in the state. Note that earnings might vary significantly depending on the program you study – for instance, some of these schools offer a large number of technical or health programs that tend to be higher-earning majors. Students who transfer to a four-year college and graduate with a bachelor’s degree may also earn more after college. Ask the colleges you are considering attending for more information. STATE Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Hawaii Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Massachusetts Michigan Minnesota Mississippi Missouri Montana Nebraska Nevada New Hampshire New Jersey New Mexico New York North Carolina North Dakota Ohio Oklahoma Oregon

COMMUNITY COLLEGE Jefferson State Community College AVTEC-Alaska’s Institute of Technology Chandler-Gilbert Community College Arkansas State University-Beebe Foothill College Arapahoe Community College Naugatuck Valley Community College Delaware Technical Community College-Stanton/Wilmington Hillsborough Community College Gwinnett Technical College Kapiolani Community College North Idaho College Oakton Community College Ivy Tech Community College Northwest Iowa Community College Johnson County Community College Southcentral Kentucky Community and Technical College Baton Rouge Community College Southern Maine Community College Montgomery College Massachusetts Bay Community College Quincy College Schoolcraft College Anoka Technical College Northeast Mississippi Community College State Technical College of Missouri Highlands College of Montana Tech Southeast Community College Area Truckee Meadows Community College NHTI-Concord’s Community College County College of Morris University of New Mexico-Taos Campus SUNY Westchester Community College Wake Technical Community College North Dakota State College of Science Ohio State University Agricultural Technical Institute Oklahoma City Community College Portland Community College

TYPICAL EARNINGS

AVERAGE NET PRICE

$29,400 $33,500 $39,700 $36,300 $43,800 $35,600 $34,100 $34,000 $32,400 $33,400 $34,100 $29,600 $36,600 $29,400 $37,200 $35,800 $31,100 $32,600 $35,400 $40,700 $37,400 $37,400 $31,000 $38,600 $28,300 $37,500 $40,600 $34,900 $32,100 $38,000 $38,400 $34,900 $37,400 $31,600 $41,300 $42,900 $32,200 $34,200

$9,207 N/A $8,536 $6,859 $4,640 $9,238 $6,802 $7,575 $5,368 $5,034 $4,415 $7,945 $5,959 $7,186 $11,257 $7,534 $6,079 $7,625 $11,232 $8,381 $12,347 $12,122 $4,650 $13,961 $5,887 $9,141 $9,177 $7,503 $7,148 $17,162 $7,219 $9,937 $6,068 $9,586 $10,573 $18,333 $6,916 $8,552

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STATE Pennsylvania Rhode Island South Carolina South Dakota Tennessee Texas Utah Virginia Washington West Virginia Wisconsin Wyoming

COMMUNITY COLLEGE

TYPICAL EARNINGS

AVERAGE NET PRICE

$38,900 $29,400 $42,200 $37,000 $30,800 $39,100 $36,900 $40,800 $43,700 $24,000 $37,400 $34,800

$6,968 $6,598 $9,149 $10,551 $8,246 $9,498 $7,267 $9,488 $10,935 $4,113 $10,481 $6,861

Thaddeus Stevens College of Technology Community College of Rhode Island University of South Carolina-Lancaster Mitchell Technical Institute Nashville State Community College Lamar Institute of Technology Salt Lake Community College Northern Virginia Community College Cascadia College West Virginia Northern Community College Waukesha County Technical College Casper College

Institutions that are campuses sharing their earnings data with a four-year college campus (i.e., institutions that share a six-digit OPE ID).

•

Institutions with fewer than 500 degree/certificate seeking undergraduates.

The list is constructed of the remaining institutions in each state with the highest median earnings. Typical earnings reflect the median earnings of federal financial aid recipients 10 years after they first enrolled at the institution. Net price reflects the sticker price, less any grant or scholarship aid, for all federal financial aid recipients at the school. There are two institutions represented for the state of Massachusetts because two different institutions had the same median earnings in that state, which are the highest among the comparison institutions.

JULY 4, 2016

VOL.2 NUMBER 4

APRIL 4, 2016

VOL.2 NUMBER 1

from the publisher of The Hispanic Outlook in Higher Education Magazine

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from the publisher of The Hispanic Outlook in Higher Education Magazine

VOL.2 NUMBER 3 from the publisher of The Hispanic Outlook in Higher Education Magazine

JESSICA MENDOZA Shattering Sport’s

The Boys & Girls Clubs of America

Glass Ceiling Perspectives of the 2016 Public School Parent Veteran Educator Offers Advice to Teachers and Parents

Celebrity Alumni Reflect On How The BGCA Impacted Their Lives

CELEBRATING OUR 1ST YEAR WWW.K12HISPANICOUTLOOK.COM

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AUGUST 1, 2016

VOL.2 NUMBER 5

“HAMILTON’S AMERICA”

from the publisher of The Hispanic Outlook in Higher Education Magazine

A BEHIND-THE-SCENES DOCUMENTARY

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OCTOBER 3, 2016

VOL.2 NUMBER 7 from the publisher of The Hispanic Outlook in Higher Education Magazine

The New Jersey Center for Teaching and Learning “Goosebumps HorrorLand” books OutlooK-12 Magazine’s Holiday Gift Guide

LAURIE HERNANDEZ

EVA LONGORIA’S

The Journey of an Olympic Champion

Foundation Supports Latina Education and Entrepreneurship

2016

ROLE MODEL of the year

WWW.K12HISPANICOUTLOOK.COM

SUBSCRIBE TODAY!

visit www.k12hispanicoutlook.com

18 · November 7, 2016

Disney’s First Latina Princess to Star in TV Movie This Fall

Latina Veteran Publisher Releases Second Bilingual Aviation Children’s Book WWW.K12HISPANICOUTLOOK.COM

This Month OutlooK-12 Features Scholastic’s Bilingual Tales series

Affordable Four-year Schools with Good Outcomes

hese four-year public colleges offer their students an affordable higher education, with relatively high salaries. As students weigh the costs and benefits of higher education, itâ&#x20AC;&#x2122;s especially important to find schools that can offer them the best possible outcomes. For students looking for a high return on investment, these institutions may offer good opportunities.

COMMUNITY COLLEGE

STATE

California State Polytechnic University-Pomona California State University-East Bay CUNY Bernard M Baruch College CUNY Queens College Georgia Institute of Technology-Main Campus Iowa State University New Mexico Institute of Mining and Technology San Diego State University San Jose State University Stony Brook University Texas A & M University-College Station The University of Texas at Dallas United States Merchant Marine Academy University of Baltimore University of California-Berkeley University of California-Irvine University of California-Los Angeles University of California-San Diego University of Colorado Denver/Anschutz Medical Campus University of Florida University of Houston University of Illinois at Chicago University of Maryland-University College University of North Carolina at Chapel Hill University of Utah University of Washington-Seattle Campus

California California New York New York Georgia Iowa New Mexico California California New York Texas Texas New York Maryland California California California California Colorado Florida Texas Illinois Maryland North Carolina Utah Washington

AVERAGE NET PRICE

TYPICAL EARNINGS

$11,085 $10,340 $6,841 $5,998 $10,994 $14,100 $11,451 $12,567 $12,862 $13,519 $11,315 $12,050 $5,538 $14,180 $13,707 $12,771 $13,399 $14,136 $13,774 $11,778 $13,028 $13,811 $10,558 $13,243 $13,874 $13,566

$50,700 $51,200 $54,900 $47,500 $74,500 $47,800 $54,300 $47,400 $53,700 $55,000 $53,900 $49,700 $82,000 $56,500 $60,800 $54,500 $59,600 $59,000 $57,400 $51,100 $48,900 $51,100 $49,900 $51,000 $49,500 $53,700

Note: These data include only public institutions identified as predominantly four-year institutions by the College Scorecard. In addition, calculations exclude institutions with fewer than 500 undergraduate degree-seeking students enrolled. The list is constructed of the remaining public four-year institutions that fall in the top 25 percent of all predominantly four-year institutions for median earnings 10 years after beginning enrollment and for low net price. Typical earnings reflect the median earnings of federal financial aid recipients 10 years after they first enrolled at the institution. Net price reflects the sticker price, less any grant or scholarship aid, for all federal financial aid recipients at the school. Percentile calculations are derived using institutionsâ&#x20AC;&#x2122; Unitid as the unit of analysis. List includes only institutions also featured in College Navigator and excludes institutions that are not main campus locations. www.k12hispanicoutlook.com K

26 Four-year Public and Private Colleges with Low Costs and High Salaries

hese four-year public and private nonprofit colleges enroll more than 40 percent low-income students at the school and have good outcomes for those students. All of them boast above-average Pell enrollment, an affordable net price and good graduation rates for their students (including their low-income students). Thatâ&#x20AC;&#x2122;s important, because graduating from college has been shown to lead to higher earnings, lower unemployment and a lower likelihood of defaulting on their loans. The Department of Education highlighted these schools in its recent report, Fulfilling the Promise, Serving the Need, which identified institutions that were doing well in enrolling and graduating low-income students.

COMMUNITY COLLEGE

STATE

Agnes Scott College Blue Mountain College California Baptist University California State University-Stanislaus Converse College CUNY Bernard M Baruch College Florida International University Georgia State University Howard University Massachusetts College of Liberal Arts Mills College Monmouth College Rutgers University-Newark Salem College Spelman College Spring Arbor University The Sage Colleges University of California-Irvine University of California-San Diego University of Illinois at Chicago University of La Verne University of Michigan-Dearborn University of North Carolina at Greensboro University of Pittsburgh-Bradford Western Illinois University William Carey University

Georgia Mississippi California California South Carolina New York Florida Georgia District of Columbia Massachusetts California Illinois New Jersey North Carolina Georgia Michigan New York California California Illinois California Michigan North Carolina Pennsylvania Illinois Mississippi

SHARE OF LOWINCOME STUDENTS ENROLLED

AVERAGE NET PRICE

44% 56% 48% 60% 44% 44% 56% 52% 48% 46% 50% 42% 52% 58% 48% 45% 49% 45% 40% 51% 45% 43% 44% 44% 44% 65%

$18,517 $9,284 $27,813 $6,759 $18,163 $6,841 $11,845 $15,853 $23,191 $14,884 $25,161 $16,661 $12,497 $14,669 $34,308 $17,194 $16,521 $12,771 $14,136 $13,811 $22,696 $12,227 $12,186 $16,811 $17,988 $16,740

GRADUATION TYPICAL RATE EARNINGS

73% 48% 57% 53% 61% 66% 53% 53% 60% 54% 67% 57% 67% 65% 71% 55% 58% 86% 86% 58% 59% 51% 56% 52% 55% 60%

$38,800 $29,200 $40,300 $43,400 $31,200 $54,900 $43,700 $40,800 $46,000 $34,800 $39,000 $39,500 $54,500 $31,900 $46,000 $38,100 $38,900 $54,500 $59,000 $51,100 $50,200 $45,600 $36,000 $48,800 $41,100 $34,700

Typical earnings reflect the median earnings of federal financial aid recipients 10 years after they first enrolled at the institution. Net price reflects the sticker price, less any grant or scholarship aid. Graduation rate reflects the share of first-time, full-time students at the school who completed within six years. For schools where Education Trust was able to collect data, we also used the graduation rates of first-time, full-time Pell Grant recipients at the school to identify the institutions. While the share of undergraduate students who received Pell Grants in a given year is a measure of the access an institution provides to low-income students, it may not capture all low-income students. Students who are undocumented immigrants or foreign nationals are not eligible to receive Pell Grants, and some low-income students may not have completed the FAFSA to receive federal aid, but those students may have similar financial circumstances to Pell recipients, or may be just on the other side of Pell eligibility, creating a cliff effect. Additionally, in some states (such as California), state financial aid may be sufficient to cover costs at community colleges, in particular; so those students may not seek or receive a Pell Grant. More information is available in Appendix A of the Department of Education report. 20 Âˇ November 7, 2016

25 Community Colleges that Advance Opportunities for Low-income Students

hese public, two-year (community) colleges enroll more than 40 percent low-income students at the school and have relatively high outcomes for those students. In total, low-income students at these schools averaged at least $30,000 in earnings 10 years after they first enrolled at the school. In addition, more than 70 percent of all borrowers at these schools were successfully repaying their loans three years after they left school. It’s important to know that both the college you select and the program you enroll in can have an impact on your post-college earnings – schools that offer more technical or health programs, or where a lot of students transfer to a four-year college, often have higher earnings. Ask the colleges you are considering attending for more information. SHARE OF LOWINCOME STUDENTS ENROLLED

STATE

COMMUNITY COLLEGE

California Connecticut Connecticut Kansas Kansas Kansas Massachusetts Massachusetts Massachusetts Maine Minnesota Minnesota Minnesota Minnesota Missouri New Jersey New Jersey Pennsylvania Pennsylvania Pennsylvania Pennsylvania Rhode Island South Dakota South Dakota Wisconsin

Glendale Community College Naugatuck Valley Community College Three Rivers Community College Colby Community College Manhattan Area Technical College North Central Kansas Technical College North Shore Community College Quinsigamond Community College Springfield Technical Community College York County Community College Minnesota State Community and Technical College Ridgewater College South Central College St Cloud Technical and Community College State Technical College of Missouri Middlesex County College Union County College Community College of Beaver County Lancaster County Career and Technology Center Luzerne County Community College Thaddeus Stevens College of Technology Community College of Rhode Island Lake Area Technical Institute Southeast Technical Institute Chippewa Valley Technical College

41% 41% 45% 62% 44% 47% 46% 49% 56% 46% 41% 43% 48% 45% 40% 44% 44% 42% 56% 42% 56% 47% 43% 47% 44%

AVERAGE NET PRICE

PERCENTAGE REPAYING LOANS

AVERAGE EARNINGS

$3,057 $6,802 $4,044 $7,822 $13,409 $10,933 $8,150 $7,221 $8,754 $10,266 $11,684 $10,402 $11,757 $9,443 $9,141 $5,828 $4,473 $8,893 $11,589 $7,121 $6,968 $6,598 $11,403 $13,644 $10,111

77% 75% 74% 80% 78% 72% 71% 73% 73% 71% 70% 73% 71% 73% 83% 77% 71% 71% 74% 73% 76% 76% 87% 79% 72%

$34,800 $34,100 $31,700 $30,300 $35,100 $35,200 $30,900 $32,700 $31,200 $31,300 $30,400 $33,300 $31,700 $34,400 $39,100 $38,600 $33,200 $36,700 $33,900 $31,200 $33,400 $30,300 $35,500 $34,200 $32,400

Note: These data include only public institutions identified as less-than-four-year schools in IPEDS. In addition, calculations exclude: • Institutions that do not appear on the College Scorecard consumer website (e.g., institutions that do not award associate or bachelor’s degrees). • Institutions where fewer than 40 percent of students are Pell Grant recipients. • Institutions with fewer than 250 undergraduate degree-seeking students enrolled. • Institutions with missing data or small n-sizes on repayment, earnings or graduation rate. The list is constructed of the remaining community colleges that have a repayment rate of at least 70 percent and average earnings of at least $30,000 for students in the lowest income category (tercile). Average earnings reflect the average earnings of federal financial aid recipients 10 years after they first enrolled at the institution for the lowest income category. Repayment rate reflects the share of undergraduate student borrowers who had paid down at least $1 of their principal balance at three years after entering repayment. Net price reflects the sticker price, less any grant or scholarship aid, for all federal financial aid recipients at the school. Share of low-income students enrolled reflects the share of undergraduate students at the school who received Pell Grants. While the share of undergraduate students who received Pell Grants in a given year is a measure of the access an institution provides to low-income students, it may not capture all low-income students. Students who are undocumented immigrants or foreign nationals are not eligible to receive Pell Grants, and some low-income students may not have completed the FAFSA to receive federal aid, but those students may have similar financial circumstances to Pell recipients, or may be just on the other side of Pell eligibility, creating a cliff effect. Additionally, in some states (such as California), state financial aid may be sufficient to cover costs at community colleges, in particular; so those students may not seek or receive a Pell Grant. www.k12hispanicoutlook.com K

…

Read Any

GOOD BOOKS Lately

ack Canfield and Mark Victor Hansen didn’t set out to create books. As motivational speakers, they would hear inspirational stories from audience

members and sometimes used some of those stories in their talks. After a while, however, the y noticed an interesting trend: time and time again their audiences asked if the stories they had talked about had been published anywhere. Inspired by this pattern and their grandmothers’ cooking, the y called their collection of soothing, comforting stories “Chicken Soup for the Soul” and published their first book in 1993. The book went on to sell 11 million copies around the world, and soon Canfield and Hansen were not only creating more volumes but also compiling stories into themes. Although any of the “Chicken Soup for the Soul” books can be beneficial, we at OutlooK-12 are dedicating this month’s School Library to the “Chicken Soup” titles written especially for children, preteens and teenagers.

… 22 · November 7, 2016

SCHOOL LIBRARY

“CHICKEN SOUP FOR THE CHILD'S SOUL: CHARACTER-BUILDING STORIES TO READ WITH KIDS AGES 5-8” Publisher: HCI ISBN-13: 978-0757305894

“CHICKEN SOUP FOR THE KID'S SOUL: 101 STORIES OF COURAGE, HOPE AND LAUGHTER FOR KIDS AGES 8-12” Publisher: Backlist, LLC ISBN-13: 978-1623610609

hrough this collection of heartfelt true stories about family ties, helping neighbors and lasting friendships, children will see how kids like them have learned valuable lessons from the choices they’ve made. Most of all, they will realize that they are not alone in dealing with some of the difficult issues in their lives, such as the loss of a loved one, accepting and respecting others, taking responsibility for their actions, coping with fitting in, and learning to make friends. These stories can be used as a way to start conversations with children about a variety of issues that they face.

ith all the challenges adults handle in their lives, it’s easy to forget that kids need some inspiration too! After all, they face the same issues as adults—making the right choices, overcoming challenges, managing their relationships with friends and family members, learning to like themselves—and they are also starting to navigate their own way through school, sports, church and their hobbies. This collection of stories provides support, provokes thought and acts as a portable support group for kids. In addition, this book also offers encouragement and advice for older children who are entering their preteen years.

“CHICKEN SOUP FOR THE SOUL: THINK POSITIVE FOR KIDS: 101 STORIES ABOUT GOOD DECISIONS, SELF-ESTEEM, AND POSITIVE THINKING”

“CHICKEN SOUP FOR THE SOUL: BE THE BEST YOU CAN BE: INSPIRING TRUE STORIES ABOUT GOALS & VALUES FOR KIDS & PRETEENS”

Publisher: Chicken Soup for the Soul ISBN-13: 978-1611599275

tarting a conversation with a child can be difficult depending on the topic—but it’s essential! Sharing stories, however, can help break the ice, and this collection of stories cover such areas as being responsible, trying something new, making real friends, doing the right thing, developing self-esteem, handling bullies and cliques, appreciating your family, making good choices and being grateful. Whether it’s educators, guidance councilors or parents, getting children to open up in a conversation is a great way to learn what is important to them, and stories such as these can help children learn from the example of others.

Publisher: CSS Boniuk ISBN-13: 978-1942649007

eaching one’s full potential is a lifelong process and getting into the right mindset early on can have a huge impact down the road. In this collection of stories, children and preteens can read about goals and hard work, compassion and tolerance, values and good choices. Chapter topics include making your best effort, doing the right thing, accepting differences, appreciating your family, handling bullies, having confidence in yourself, being generous, making true friends, accepting responsibility, being kind, being grateful and getting though tough times. Plus, these personal stories are from role models chosen specifically to offer guidance to today’s youth.

“CHICKEN SOUP FOR THE GIRL'S SOUL: REAL STORIES BY REAL GIRLS ABOUT REAL STUFF” Publisher: Backlist, LLC ISBN-13: 978-1623610319

rom Barbies to the first bra, from holding a teddy bear to slow dancing with a first boyfriend, from knowing everyone in elementary school to making new friends in middle school…preteen life is full of changes that can at times can be challenging for young girls. This collection of stories from girls for girls, however, can be an invaluable survival guide during these essential years! Topics covered include tough subjects such as peer pressure, bullying, cliques, divorce, cancer, loss and learning how to move on, as well as changing friendships, crushes, embarrassing moments and the ups and downs of puberty.

“CHICKEN SOUP FOR THE PRETEEN SOUL: STORIES OF CHANGES, CHOICES AND GROWING UP FOR KIDS AGES 9-13” Publisher: Backlist, LLC ISBN-13: 978-1623610944

ften the teenage years are focused on as a time filled with growing pains, but being a preteen is more difficult than it might seem. The preteen is in a time of transition where school is suddenly harder, friends and parents seem different, peer pressure and the “mean girl” bully become more common, and puberty begins bringing with it first crushes that can be crushing. During these changes it’s more important than ever for preteens to remember that they are not alone. These true stories written by kids for kids offer a way to deal with preteen ups and downs.

www.k12hispanicoutlook.com K

SCHOOL LIBRARY

“CHICKEN SOUP FOR THE TEENAGE SOUL: STORIES OF LIFE, LOVE AND LEARNING” Publisher: Backlist, LLC ISBN-13: 978-1623610463

universal truth is being a teenager is hard—but that doesn’t mean that teenagers have to go through their teen years alone. This book is filled with stories designed to make the reader laugh and cry. It’s meant to motivate teens while reassuring them that other teenagers have been through the same ups and downs and have come out okay. In addition, the stories are perfect for reading over and over, so as new challenges face its readers, new pearls of wisdom are available to remind them that lots of other teens have the same issues and problems.

“CHICKEN SOUP FOR THE SOUL: TEENS TALK MIDDLE SCHOOL: 101 STORIES OF LIFE, LOVE, AND LEARNING FOR YOUNGER TEENS” Publisher: Chicken Soup for the Soul ISBN-13: 978-1935096269

or most kids, middle school can at times be overwhelming because many of the norms in their lives are in flux. Their classes are suddenly tougher than they ever were in elementary school. The friends that they have known for years are changing in sometimes surprising and not always positive ways. Even their own bodies are going through physical and emotional changes that while normal can be confusing, unpleasant and embarrassing. This book’s collection of stories, however, tackles all of these topics and more, including friendship, bullying, young love, family issues, doing what is right and being happy with oneself.

“CHICKEN SOUP FOR THE TEENAGE SOUL ON TOUGH STUFF: STORIES OF TOUGH TIMES AND LESSONS LEARNED” Publisher: Westland ISBN-13: 978-8187671312

rowing up can be difficult at times even under the best conditions. When bad things happen, the challenges can be overwhelming—but tough times can be turned into great times. In this book, teens can read about how others their age dealt with self-destructive behavior, family upheavals, medical problems, losing friends and other obstacles and challenges. Chapter topics delve into difficult and even sensitive subjects such as self-acceptance, drugs, alcohol, suicide, abuse, eating disorders and depression, giving concerned adults a tool to help the young people in their lives start an honest discussion, confront negative emotions and begin to heal.

“CHICKEN SOUP FOR THE SOUL: TEENS TALK HIGH SCHOOL: 101 STORIES OF LIFE, LOVE, AND LEARNING FOR OLDER TEENS” Publisher: Chicken Soup for the Soul ISBN-13: 978-1935096252

rom movies to television shows, there is a reason why high school is the setting for so many dramas aimed at teenagers. Whether this book’s reader is in their freshman, sophomore, junior or senior year, they will find stories to guide and help them with such things as dating, love going bad, handling embarrassing moments, following dreams and passions, doing the right thing and dealing with the consequences, and learning to be happy with oneself. In addition, this book is designed to offer support when dealing with the “tough stuff” including death, pregnancy, eating disorders, illness and substance abuse.

Read Any

24 · November 7, 2016

S K O O B D GOO ely Lat

VISIT WWW.HISPANICOUTLOOK.COM

MORGAN STANLEY’S JAMES COTTO Offers His Roadmap to a Successful Life and Career

here are some basic elements that contribute to lifelong success. You can come from a supportive family and obtain a great education but fall short of their personal and career aspirations. So what is the secret sauce that makes the difference – especially for Hispanic professionals? One way to crack the code is to ask a successful Latino what it takes to stand out in a crowded field of talented individuals. One such individual who would make any honor roll of highly successful Latinos is James Cotto, Senior Vice Presi26 · November 7, 2016

PHOTO COURTESY OF L ATINO LEADERS MAGA ZINE.

Story by Mary Ann Cooper

dent - Wealth Advisor for Morgan Stanley Wealth Management. For him the roadmap for success begins with a thirst for knowledge. “Life is a never-ending learning process,” Cotto recently told OutlooK-12. “You realize that every day you can learn something new to make your life better. When I was younger, I thought I knew more. I thought I knew it all when I was 17. I realized when I was 25 I didn’t know it all. When I was 40, I was willing to listen. Now at 53, I really don’t know as much as I thought I knew, and I am willing to learn.”

Cotto’s roadmap started in the Bronx where he was born. His father was a postal worker by day and owned a bottle club in the west village. His parents then decided to move to a New Jersey locality where everyone was white and Italian. Unlike young James, his parents were well aware of the possibility that a Puerto Rican family might not be warmly received in that neighborhood. “My parents were very supportive of me; they told me you can be anything you want. You can be a doctor. You can be a lawyer. And I really believed in that,” Cot-

PHOTO COURTESY OF L ATINO LEADERS MAGA ZINE.

“I do give a lot of speeches, and people ask me how do you define success. I take it from Winston Churchill. I really believe it’s going from one failure to the next with enthusiasm. To me it’s the realization that hard work pays off.” —James Cotto

to explained. “But they also told me something every time I left the house. Don’t tell anyone you’re Puerto Rican. I asked why, and they said it was better not to. So I went to school, and all this time I kept it on the down low until one night I was hanging with my friends, and we were watching ‘West Side Story,’ and they were singing ‘we’re the Jets all the way,’ and they said ‘why aren’t you singing?’ And I said, ‘because I’m a Shark.’ That’s when I realized that I needed to stop hiding. I had to accept and embrace [my ethnicity].” From that time forward Cotto’s focused on personal and professional success, as well as serving as a mentor and advocate for Hispanic professionals. Cotto began his career as a financial advisor in 1988 at First

Albany Corporation before joining Merrill Lynch in 1991. In 2001, he decided to move his practice and joined Wachovia Securities as a Managing Director, Investment Officer. In April 2009, he joined Morgan Stanley. From 1995 to 2004, he assisted the New York State Office of Mental Retardation and Developmental Disabilities (“OMRDD”), the nonprofit corporation servicing this state agency and families of children with disabilities. As a result of his efforts, Cotto was formally appointed by Merrill Lynch as the spokesperson for their “Families of Children with Disabilities” program. In 2009, Barron’s Magazine recognized Cotto as one of the top 1,000 advisors in the nation and ranked him in the top 65 financial advisors for the state of New York.

Cotto is a big advocate of networking. He feels that once Hispanics achieve success and get a seat on the corporate board, they should enthusiastically lobby for fellow Hispanics to join them and give full-throated endorsements of individuals at every opportunity. “Every time I meet incredible, successful people from my business relationships, I always try to promote them to be on the board because I am a great believer that we don’t have enough sponsors. If we don’t promote each other internally and externally, we don’t create our own sponsors. Otherwise, we are never going to break that ceiling and get to the next level.” Networking is a great way to gain new knowledge, but Cotto finds that his clients provide him with insights that excite him. “Being a wealth adviwww.k12hispanicoutlook.com K

PHOTO COURTESY OF JAMES COT TO

“When people say what really works in our business, they believe phone calling, networking, doing events, maybe giving seminars. I don’t believe that those things work individually but cumulatively. I believe the effort you put into what you’re committed to is the key.” —James Cotto

sor and being able to meet successful people allows me to get an education while I am providing my expertise to them. There are so many different and interesting things going on, and I just find it incredibly interesting to hear how people provide for their family around this country. I am a sponge for that knowledge.” But you have to listen with no preconceived notions. “I think people need to clean the slate of what they think they know and be very open-minded. And I think a young American Latino looking to get into the business world or start his own business has to realize that every meeting is a possibility to learn something.” Being intellectually curious is only one aspect of Cotto’s formula 28 · November 7, 2016

for success. You also have to put in the time and effort to stay the course. “I do give a lot of speeches, and people ask me how do you define success. I take it from Winston Churchill. I really believe it’s going from one failure to the next with enthusiasm. To me it’s the realization that hard work pays off. When people say what really works in our business, they believe phone calling, networking, doing events, maybe giving seminars. I don’t believe that those things work individually but cumulatively. I believe the effort you put into what you’re committed to is the key. If I do everything all the time in a disciplined and organized

fashion and relentlessly, I will be able to provide for my family,” Cotto explains. “I had this realization because I had a successful moment with a wonderful opportunity on a Friday at 3 p.m. when usually Friday at 3 p.m. people are reorganizing their desk to leave at 5 p.m. I think it’s activity level. It came to me that my most important thing to me is my activity level. I think that transcends everything from parenting to being a good spouse to having a successful career. Creating an activity that you’re comfortable with and that you can maintain and doesn’t burn you out is what is going to make you a successful individual in all facets of your life.” •

…

News & Trends in K-12 Education from Across America …

Rihanna Appointed

Global Ambassador To Champion Education

Hugh Evans, CEO of Global Citizen, with Rihanna and Global Partnership for Education (GPE) Chair and former Prime Minister of Australia, Julia Gillard, announce partnership with Rihanna’s Clara Lionel Foundation where she will serve as the Global Ambassador for Education.

and most vulnerable, including girls and children affected by conflict and crisis. As GPE Global Ambassador, Rihanna will encourage world leaders and policymakers to boost

their support for global education and education in emergencies. “I feel strongly that all children everywhere should be afforded the opportunity of a quality education,” Rihanna said. • www.k12hispanicoutlook.com K

PRNEWSFOTO/CL ARA LIONEL FOUNDATION,GLOBAL

EW YORK -- World-renown performer Rihanna has joined a campaign to ensure that girls and boys in the world’s poorest countries can get a quality education. Rihanna’s Clara Lionel Foundation has announced a multi-year partnership with the Global Partnership for Education (GPE) and international advocacy group Global Citizen. The partnership will advocate for the rights of the over quarter of a billion children and young people who are not in school today and an estimated 330 million who are in school but not learning. Operating across more than 60 developing countries, the partnership will prioritize the poorest

SCHOOL NEWSPAPER

York Life Foundation Extend Partnership With $3 Million Grant To Provide Grief & Bereavement Support For Kids And Teens TLANTA -- The New York Life Foundation and Boys & Girls Clubs of America (BGCA) have announced an expansion of their national partnership. Through the Foundation’s $3 mil-

key groups connected to Clubs: youth, staff, family and community. The curriculum model, created by the National Alliance for Grieving Children, teaches Club staff strategies on how to address

lion grant, BGCA will increase member access to youth and grief resources by expanding “Be There: A National Grief and Bereavement Initiative” to 90 Clubs over the next four years. Be There is a comprehensive initiative that targets four

grief and how to respond to more common social and emotional challenges, including betrayal of a friend and transitioning between grade levels. Be There also helps connect families with local outside resources and professionals to

PRNEWSFOTO/BOYS & GIRLS CLUBS OF AMERICA

Boys & Girls Clubs of America and The New

assist with additional care. This initiative is especially critical for at-risk youth who often live in communities with limited grief counseling resources. •

Orange County Hispanic Education

EWPORT BEACH -- The Orange County Hispanic Education Endowment Fund (HEEF) is pleased to announce its 23rd Anniversary Celebration Dinner on Thursday, November 10. In addition to announcing the 2016 student scholarship recipients, this year’s HEEF Anniversary Celebration will include a memorial tribute to Dr. Juan Francisco Lara who was a founding member of HEEF, and an advocate for under30 · November 7, 2016

served Hispanic students seeking higher education. HEEF will inaugurate the Dr. Juan Francisco Lara Visionary Leadership Award, as well as acknowledge these honorees: • Apple of Gold for Excellence in Education: Nancy Dervis, Santa Ana Unified School District Educator for 35 years, Retired • HEEF Scholar Alumnus Award: S. Oliver López Nájera, Ph.D. Biostatistics, Chapman University

• Corporate Partner Award: Peter Villegas, Vice President, Latin Affairs, The Coca Cola Company • The Inaugural Dr. Juan Francisco Lara Visionary Leadership Award: Dr. Silas H. Abrego, CSU Board of Trustees, formerly serving in national capacities advocating for Latinos •

PHOTO COURTESY OF THE ORANGE COUNT Y HISPANIC EDUCATION ENDOWMENT FUND’S FACEBOOK PAGE

Endowment Fund Announces 23rd Anniversary Celebration Dinner

SCHOOL NEWSPAPER

Increasing Your Reach

to Spanish-speaking Populations Workshop

ish-speaking patrons of that commu-

Group and individual registration

announced an exciting new

nity. It will also offer tips on how to

for this ALA Editions Workshop is

workshop, Increasing Your Reach to

develop collections, programs and

available on the ALA Store. •

Spanish-speaking Populations with

services to serve these populations. In

Loida Garcia-Febo. This workshop will

addition, international librarian, edu-

last 90 minutes and take place at 2:30

cator and consultant Garcia-Febo will

p.m. Eastern/1:30 p.m. Central/12:30

share models from libraries in the U.S.

p.m. Mountain/11:30 a.m. Pacific on

and other countries in the Latin Amer-

Thursday, November 17.

ican region. Garcia-Febo has taught in

The workshop will focus on how

20 countries and has spoken at United

to identify demographics within a

Nations’ events and others coordinated

community and use that data to build

by the U.S. Embassy in Spain, Mexico

a customized plan to serve the Span-

and Tokyo.

PHOTO COURTESY OF THE AMERICAN LIBRARY ASSOCIATION

HICAGO -- ALA Editions has

Scripps National Spelling Bee Integrates Kindle Technology Into Development Of Study Materials

INCINNATI -- For the 20162017 program, the Scripps PRNEWSFOTO/THE E.W. SCRIPPS COMPANY

National Spelling Bee is fully integrating book titles and technology from its presenting sponsor, Kindle, into the creation of the school-level study lists to be distributed to the nearly 11 million participating students. Study materials include hundreds of words

man Sharma for first grade, “Matil-

selected exclusively from books avail-

da” by Roald Dahl for fifth grade and

2016-2017 Scripps National Spell-

able on Kindle e-readers.

“The Terrifying Tales” by Edgar Allan

ing Bee program. School enrollment

The study list includes both

Poe for eighth grade. The complete

takes place at spellingbee.com. Stu-

spelling words and book titles for

list of books is available to schools

dents, parents and schools can use the

grade levels 1–8 including books like

that enroll in the Scripps National

search function to see if a school is

“Nate the Great” by Marjorie Wein-

Spelling Bee program.

enrolled. •

Enrollment is open for the

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