IMPACT Issue 1 : Education, Fall 2013

ISSUE 1: EDUCATION | NOVEMBER 2013

PHILADELPHIA EDUCATION: A PRIORITIES PROBLEM CLASS STRUGGLES: FINANCIAL AID IN THE 21ST CENTURY CRAFTING HIS OWN CURRICULUM: A STUDENT SPOTLIGHT STRIVING FOR SUCCESS: PENN MENTORS IN WEST PHILADELPHIA

FOUNDER and EDITOR-IN-CHIEF FOUNDER and EDITOR-IN-CHIEF CONTENT EDITOR ONLINE MANAGING EDITOR WRITERS

CHIEF COPY EDITOR COPY EDITORS

PHOTO EDITOR PHOTOGRAPHERS

DESIGN EDITOR ASSISTANT DESIGN EDITOR DESIGNERS

PUBLICITY CHAIR FINANCIAL & STRATEGY CHAIR CHAIR FINANCIAL STRATEGY ADVISOR FINANCE & STRATEGY TEAM

COMMUNITY DEVELOPMENT CHAIR COMMUNITY DEVELOPMENT TEAM

Valentina Raman Frances Starn Tyler Sullivan Justin Barry Callie Woods, Charlotte Breig, Cheyenne Rogers, Christine Hu, Ciara Stein, Dylan Smith, Emily Silberstein, Grace Jemison, Jenna Goldstein, Jerusalem Girmay, Jordan Huynh, Justin Sheen, Monica Dyches, Nicole Laczewski, Nicole Malick, Nicolette Tan, Niharika Gupta, Peter LaBerge, Sam Friedlander, Saraf Ahmed, Toshe Ayo-Ariyo, Yifei Xiao, Zunyao (Roy) Peng Nicole Laczewski Charlotte Breig, Dany Rifkin, Dylan Smith, Emily Silberstein, Jerusalem Girmay, Michael Stanton, Nicole Malick, Niharika Gupta, Peter Barna, Sam Friedlander, Saraf Ahmed, Serena Advani, Toshe Ayo-Ariyo Kaustubh Deo Abigail Graham, Chelsea Williamson, Chidera Ufondu, Connie Fan, Dani Castillo, Dylan Smith, Emilee Brown, Jenna Goldstein, Sara-Paige Silvestro, Stephanie Nam Paula Mello Ferber Galit Krifcher Brian Rawn, Byrne Fahey, Callie Woods, Connie Fan, Cyrus Etebari, David Baker, Jordan Huynh, Jun Yoo, Katharine Viola, Lindsay Wong, Monica Dyches, Taylor Nauden Andre Ficerai Souhail Salty Oona Yadav Aditi Shroff, Amanda Gisonni, Charlotte Breig, Chidera Ufondu, Dany Rifkin, Kathleen Zhou, Kaustubh Deo, Monica Dyches, Nicole Laczewski, Nikhil Devnani, Rachel Beck, Saraf Ahmed, Toni O’Boyle Dina Zaret Abhiti Prabahar, Catherine Darin, Emma Schad, Jane Chen, Kopal Goyal, Sibel Ozelik, Valeria Dubovoy, Yessi Gutierrez, Yousra Kandri

WEBMASTER WEB & TECH ASSISTANT

Daniel Brooks Rachel Brown

COVER PHOTO CREDIT

Matthew Hall Photography

LETTER FROM THE TEAM: From parents and professionals, we hear the phrase often: The key to success is an education.

By the age of 22, the average college graduate will have spent 17 years in our nation’s education system. As University of Pennsylvania graduates, some of us will funnel into the workforce; others will pursue Master’s and Doctoral degree programs; others still will pave unique paths of our own.

Regardless of what we choose, one thing can be certain—we will be wellprepared for the global economy of the 21st century. Our parents, teachers, and schools have provided us with adequate support and opportunities for growth, development, and learning.

Less than a mile beyond campus, however, the same statement does not always apply.

Budget constraints. School closings. Program cuts. Layoffs. This is the scene of the School District of Philadelphia—a scene echoed nationwide in the education systems that fail America’s youth.

Now more than ever, the problems of education demand our attention.

With this is mind, IMPACT Magazine has selected the theme of our Àrst print issue: Education. We hope our readers will not only have a clearer image of the educational forces at work throughout Penn and Philadelphia, but a broadened view of ways we can impact education in our local community and beyond.

All 14 articles following this letter have been written, edited, and designed by the IMPACT Team, with one written in collaboration with the Wharton Social Impact Initiative. Some photography is our original work as well, while other photos were generously submitted by our friends, supporters, and professional photographer Matthew Hall. One poem, overlain on a photo essay, was written

by Siduri Beckman, a current ninth grader in Philadelphia’s public school system and the city’s Àrst Youth Poet Laureate. We have included her work to amplify the voices of those most affected by the ongoing crisis.

Teachers to technology, mentoring groups to non-proÀt initiatives, across the globe to right here in Philadelphia—a myriad of forces positively impact education. We, too, can share in this work. We are excited to present Issue 1, Education, to our Penn and global community. We hope this magazine inspires more ideas, conversations, and actions.

Looking to the future, let us empower ourselves and following generations through education and make an IMPACT.

A Thank You to Our Supporters To our friends, family, and other supporters, Thanks to your generosity, IMPACT Magazine has grown from an idea to a reality. When we launched our Kickstarter fundraising campaign on July 13, 2013, our team had only a vision: to inform, engage, and inspire our generation to take action on social issues present in Philadelphia and around the world through a print magazine, online blog, and united social impact community. Your support during this fundraiser propelled our team into the new school year with intensiÀed passion and conÀdence. Now you have helped us put social impact to print.

This Àrst issue of IMPACT Magazine could not have been printed without your support.

While only this page bears your names, all of Issue 1 represents your impact on this team.

Thank you again and best wishes, IMPACT Team

ACKNOWLEDGEMENTS: Wharton Social Impact Initiative Karen Salty Chander Raman and Patrizia De Sarno Ona M. Faye-Petersen Maria Antonietta Fibbi Fabio Raman Murali Raman Noemi Fibbi Ankur Sancheti Judith Kirk Beth Silberman and Ken Rose Patricio Ovalle Krishnaji Kulkarni Haley Zarrin David Zhai Sumeet Singh Logan Richard Lana Andoni Meg Studer Cindy Wen

Randolph and Frances Starn Zouk Capital Ida Sullivan Vinay Deo Katy Koontz Yilan Shi Robin Kirk Beverly Kirk Andrea Mueller Paolo Cavarra Jocelyn Krifcher Phyllis K. Wendelboe Samaira Sirajee Peter Bittar Harrison Nida Elena Lobashevsky Andrea Bosso Jessie Goldman Robert Hsu Walter Wuthmann

Lauryn LePere Bianca Maria Fibbi Gavino De Sarno Eileen Silvestro Colby McLemore Charles Turnbough Orin Starn Linda Adams Steven Friedlander Victoria Pisini Lucy Abbot George Rosa Thomas Mustier Wyatt Shapiro Elizabeth Augustine Adina Vultur Sandrine Nkuranga Pulak Mittal Carlos de la Cruz Nicholas Butler

NOVEMBER 2013

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MIND THE (ACCESS) GAP Written by Justin Sheen and Roy Peng BEATING THE SYSTEM Written by Peter LaBerge STRIVING FOR SUCCESS Written by Nicole Malick SERVING STUDENTS SIDE-BY-SIDE Written by Emily Silberstein and Jerusalem Girmay A DIFFERENT KIND OF CLASSROOM Written by Christine Hu and Grace Jemison STUDENT SPOTLIGHT: CRAFTING HIS OWN CURRICULUM Written by Nicole Laczewski FACULTY SPOTLIGHT: ELIMINATING RISK WITH EMPATHY Written by Valentina Raman

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A WORD FROM THE CRIPPLES Written by Siduri Beckman Photo Essay by Sara-Paige Silvestro PHILADELPHIA EDUCATION: A PRIORITIES PROBLEM Written by Sam Friedlander Timeline by Nicolette Tan Photography by Matthew Hall SPARKING STUDENT SUCCESS Written by Alexandra Harcharek of the Wharton Social Impact Initative CLASS STRUGGLES Written by Cheyenne Rogers A BREAK FOR BELIEFS Written by Grace Jemison EDUCATION ACROSS THE GLOBE Written by Monica Dyches TREATING TEACHERS RIGHT Written by Jordan Huynh

MIND THE (ACCESS) GAP: How MOOCs must adapt to reach all

Written by Justin Sheen and Roy Peng

M

OOCs have not just stuck their foot in the global door— they’ve yanked the door right off its hinges.

Since 2008, MOOCs (Massive Online Open Courses) have rattled the world of education. Companies like Coursera and edX, partnering with universities like the University of Pennsylvania and Harvard University, produce MOOCs that now reach over 120 countries.

It would be extreme to announce MOOCs’ impact as the “death knell of universities,” but it is easy to see why MOOCs are changing the way we view education.

“It’s a different kind of intimacy in a MOOC, but it is intimate,” states Al Filreis, Penn professor and director of ModPo, a MOOC that surveys modern and contemporary poetry. From within his ofÀce at the Kelly Writers House, he explains, “Whenever you pull up ModPo, there are a panel of us. TAs, myself, and other professors are all working as an extension of the Writers House environment.” Filreis states that the forums, online ofÀce hours, and constant monitoring of ModPo activity bridge the gap between two computer screens, uniting educator and audience.

Dr. John Hogenesch, a Professor of Pharmacology at the Perelman School of Medicine and instructor of the Coursera course “Experimental Genome Science” adds that “[MOOCs are] an extremely efÀcient way to reach and give high level exposure to thousands of students in parallel.” The fact that MOOCs expose participants to a world of professional education is unquestioned.

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“A lot of them are just interested and decide to take the course,” says Filreis.

In less than Àve years, over a million participants have experienced this new form of education. Though the history of virtual education dates back to the 1960s, when University of Illinois scientists created a virtual classroom based on linked computer terminals, the use of the online classroom is now sharply rising—bringing education to anyone with a computer and internet access.

Unfortunately, internet access is a problem left unsolved by MOOCs.

UNEQUAL ACCESS 40% of Philadelphia households do not have access to the internet 90% of North Philly’s Kensington homes do not have access to internet In Philadelphia, 40 percent of households do not have internet access, according to Mayor Nutter in a September speech. This problem is even more prevalent in impoverished communities like North Philly’s Kensington, where 90 percent of homes lack internet. In similar communities around the country, the implementation of the MOOCs’ vision of “education for all”

remains a closed door to those who need it most.

Internet access presents challenges not only in the distribution of U.S. education, but also in international outreach. Nevertheless, Dr. Hogenesch hints that these global challenges can be overcome.

“Most [participants] were from developed countries, but many weren’t. Broadband was an issue for some of these [students], which prompted us to use a more efÀcient video format,” states Dr. Hogenesch.

Adapting to poverty is the new challenge. Teresa Chahine, a research fellow working on Harvard’s MOOC, edX, in a blog article for Stanford Social Innovation Review, states that the next hurdle requires “translation efforts, literacy efforts, and physical resources such as computers or tablets. Such resources could come in the form of mobile [or] rotating satellite centers to reach remote areas where the population would otherwise not be able to access online material.”

With millions of participants across the globe, MOOCs present an unprecedented opportunity to remodel the traditional classroom. One of the biggest ideas concerning MOOCs is the “blended classroom” model, where in-person teachers help to engage students with virtual learning. Computer-mediated activities are balanced with face-to-face interaction, creating a “blended” education setting that can reach students in the traditional classroom as well as online and at home. However, the challenges with both MOOCs and “blended classrooms” remain in expanding this opportunity to all.

Initiatives to improve internet accessibility include ideas such as “Global Libraries,” an initiative by the Bill & Melinda Gates Foundation to expand public library access to developing countries and other disadvantaged communities. These libraries have established computers that are often the only means of accessing the internet in these areas—thus potentially connecting community members to MOOCs. “Blended classrooms” and “Global Libraries” are just two ideas through which MOOCS can redeÀne traditional learning and expand access to education.

TO STUDENTS: Try a MOOC out. If you like the experience, you’ll be part of the community changing the pedagogy. If you don’t, critique its implementation. Ideas are still being sought out to equalize access to them, to close the gap.

MOOCs increase access to top-level education by providing videos and interactive experiences through the internet.

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BEATING THE SYSTEM Local and national organizations aim to supplement arts education for Philadelphia school students Written by Peter LaBerge

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f you were to ask a native Philadelphia resident to identify the city’s most pressing issue, he would probably cite some aspect of the underfunded public school system. Twenty-three schools closed, thousands of teaching contracts expired, a district running a deÀcit of over 300 million dollars. High schools lacking counselors, middle schools lacking janitors, elementary schools lacking workbooks.

Tune into any news station in the county, and you’ll agree: this should not come as a surprise.

For many schools, the solution appears hauntingly simple: cut funding for arts education. In fact, with ever-increasing attention paid to athletics and physical Àtness in schools across the country, it seems as if arts education is Àghting a losing battle.

“It’s a difÀcult situation,” says Penn freshman and Philadelphia native Victoria Gillison. “The debate really just becomes—when councils are looking for 08 / IMPACT MAGAZINE

programs to cut—which is the lesser of two evils?”

For enlightenment, we look to Robert Lynch, president and CEO of Americans for the Arts, one of the largest non-proÀt organizations currently cultivating and sustaining support for American art expression and education.

“The arts stimulate and develop the imagination and critical thinking, and reÀne cognitive and creative skills,” Lynch says.

“They have a tremendous impact on the developmental growth of every child and have proven to help the ‘learning Àeld’ across socioeconomic boundaries.” Lynch also cites the arts as the initiating factor of more than ten additional beneÀts, ranging from strengthening problem-solving and team-building skills to providing a model for craftsmanship, quality task performance, and goal-setting.

Without adequate access to this form of education, Philadelphia schoolchildren will universally lack the opportunity to explore their artistic potentials and develop this nexus of crucial life skills. Thankfully, however, there are various opportunities designed speciÀcally to help promote and cultivate the efforts of these presumably frustrated and struggling young artists.

Consider national organizations such as the National YoungArts Foundation. Established in 1981, the Miami-based organization strives to support artistic teenagers between the ages of 15 and 18 that are engaged in the disciplines of cinematic arts, dance, design arts, music, photography, theater, visual arts, voice, and writing. The organization also has close ties with the United States Presidential Scholars Program, which annually selects YoungArts Winners to exhibit or perform their work at the White House and be recognized by the president himself.

So far, with alumni ranging from Josh Groban, Nicki Minaj, and Max Schneider to Allegra Goodman, Desmond Richardson, and Andrew Rannells, YoungArts is clearly fulÀlling its founding mission to afÀrm and invest in the nation’s cultural vitality from its youthful roots.

In fact, nearly 15 Quakers have been documented as YoungArts Winners from as early as 1986 (including current students Lauren Robie ’14, Victoria Ford ’15, Kenna O’Rourke ’15, Cristina Peruyera ’15, Alex Yu ’15, Emily Sheera Cutler ’16, Alina Grabowski ’16, and yours truly).

But what about venues just down the street?

As it turns out, many Philadelphia-based organizations are currently working to offer free educational and extracurricular art instruction and opportunities to teenage artists in need. For example, the Philadelphia Mural Arts Program unites artists and communities throughout the city to induce and maintain long-lasting collaborative relationships between professional and emerging artists; the Philadelphia Youth Orchestra’s Tune Up engages musically inclined students in weekday

extracurricular instruction; and the Philadelphia Youth Poetry Movement provides a secure place for teenagers to explore the power of their voices through spoken word and literary expression.

And let’s not forget about the Red and the Blue! Right here, up and down Locust Walk, there are countless arts-oriented tutoring and mentoring groups as well as a plethora of directly charitable Penn performing arts groups.

“Our offerings have been met with great excitement,” says Jamie-Lee Josselyn, Penn writing instructor, staff member, and alum.

“For individuals and the communities that we’re able to reach, the impact is signiÀcant.”

So, despite the current struggles with the city’s school system, it seems that there is indeed still hope to be had. Hope, in the local and national organizations helping Philadelphia school students discover their interests and passions. Hope, in the certainty of each newfound artist’s voice.

FOR MORE INFORMATION on some of Penn’s arts-oriented tutoring and mentoring groups and ways to get involved to help Philadelphia’s young artists, please see “Striving for Success: Penn Mentors in West Philadelphia” on the next page!

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STRIVING FOR SUCCESS

Penn Mentors in West Philadelphia

Written by Nicole Malick

I

n the communities surrounding Penn’s campus, strife is often the norm—not success. West Philadelphia schools are understaffed, underfunded, and underperforming. However, several Penn organizations are striving to change that. Bringing various skills to West Philly schools, over 300 mentors are helping students realize their potentials.

The following groups go beyond providing traditional tutoring (a crucial service provided by groups such as CSSP and WPTP) to enrich the experiences of the youngest Philadelphians.

Photos provided by respective groups.

CITY STEP (pictured above) City Step brings the thrill of the stage straight to the classroom for several West and South Philly public schools, including the Andrew Jackson School and Huey Elementary School. Over the course of a year-long program, members instruct pre-teens in fourth through eighth grades in dance, enhancing the standard school week with much-needed creative coaching. An annual dance-theater performance allows the students to showcase their new skills with pride. The program is signiÀcant for mentors and students alike, who form close bonds and learn to be supportive team players—and terriÀc dancers.

Current size: 39 members; Get involved: upenn@citystep.org

PENN MUSIC MENTORING PROGRAM

PENN SCIENCE ACROSS AGES (PSAA)

Music is an unparalleled and rewarding form of creative expression.

To spread this message, the Penn Music Mentoring Program sends undergraduate and graduate students to equip students in Philadelphia with the skills and instruments to make music of their own. Mentors need only be proÀcient in an instrument in order to travel to West Philadelphia schools, such as Comegys Elementary School, or to other music education programs, such as Musicopia, to teach weekly, one-hour lessons. Working one-on-one with the students, mentors train them in piano, string, brass, percussion, and more.

For PSAA mentors, the lack of science education in Philadelphia schools is a void that needs to be Àlled. In lieu of giving formulae and explaining how the world works, they teach by encouraging questioning and discovery to inspire a genuine understanding of and interest in science among their students. Graduate and undergraduate PSAA mentors instruct high school students at the Science Leadership Academy of the Franklin Institute, teach a weekly science class at Lea Elementary School, and lead interactive scientiÀc group lessons as part of Lea’s after-school program to bring science to approximately 400 students.

Current size: 30-50 members Get involved: pennmusicmentoringprogram@gmail.com

Current size: 100 members; Get involved: pennscienceacrossages@gmail.com

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PENN HEALTH INITIATIVE Penn Health Initiative targets drug and alcohol, nutrition, and sexual education as vital topics for students in Àfth through eigth grades. In committees of ten, Penn students create interactive lessons to instill in their student audiences a greater understanding of these topics. These mentors hold bi-weekly workshops for Lea Elementary School students, who are separated by age group and gender in order to create a comfortable environment to discuss issues of mental, physical, and emotional health. Through these invaluable lessons, PHI mentors serve as role models for West Philadelphia students at highly impressionable ages.

Current size: 30 members; Get involved: pennhealthinitiative@gmail.com

FITNESS FOR LIFE Fitness For Life works to counteract the lack of both physical and nutritional education in Philadelphia—two contributing factors to childhood obesity. During weekly trips to Spruce Hill Christian School and Comegys Elementary School, FFL members introduce better lifestyle habits to kindergarten through sixth grade students.

Students learn to read nutrition labels and to recognize the dangers of diet-related health concerns. They also discover how to make exercise fun and how to avoid too much inactivity through mentorled sports and games.

Current size: 20-25 members Get involved: president@pennÀtnessforlife.org

ACTIVE CROSS CULTURAL TRAINING IN OUR NEIGHBORHOODS (ACTION) Many agree that bilingualism is a competitive skill in today’s world.

ACTION believes monolingualism to be wholly disadvantageous.

Members combat foreign language deÀciency and inspire greater communication skills by teaching hour-long language classes to elementary school students at the Henry C. Lea and Jackson Schools. ACTION eschews traditional grammar and vocab lessons, opting instead for interactive simulations of daily life to introduce practical usage of the Spanish language.

Current size: 50 members Get involved: action.upenn@gmail.com

PENN FOR YOUTH DEBATE Literacy, public speaking, and critical thinking—these are the three main skills PFYD seeks to bolster by teaching middle and high school students Public Forum debate.

Penn students coach weekly debate sessions at 16 Philadelphia schools and organize tournaments open to 300 students at 39 schools to provide a forum for practicing these new skills. They also host an annual national tournament, the Liberty Bell Classic, to empower students through competitive debate outside of the classroom.

Current size: 50 members; Get involved: pfyd@pfyd.org

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CSSP and WPTP

Serving Students Side-by-Side

Written by Emily Silberstein and Jerusalem Girmay

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n the midst of low hopes for the education system, two Penn student groups are lifting the spirits of the West Philadelphia community with a combined force of over 500 undergraduates.

Community School Student Partnerships (CSSP) and West Philadelphia Tutoring Project (WPTP) both strive to provide fulÀllment for their students as well as Penn undergraduates, although in distinctive ways.

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SSP, a program run through the Netter Center for Community Partnerships, provides academic support and enrichment to the children and community of West Philadelphia by partnering with public schools around Penn. CSSP appeals to many students—about 250 mentors—due to its program variety, Áexibility, and opportunity for work-study. By offering six diverse programs that serve students of all ages (see “CSSP vs.

WPTP: A Side-by-Side Comparison” for details), mentors can participate in the program about which they feel most passionate

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Photo by CSSP

with the age group that they feel most comfortable mentoring.

Furthermore, the programs are designed to Àt into each mentor’s personal schedule, with a minimum time commitment of one or two hours per week. Mentors can serve these hours as either a volunteer or a work-study student. By providing the opportunity for pay, CSSP attracts mentors who may not have the time to hold a job and give back. However, no matter a mentor’s preferences, reliability and consistency are highly emphasized. Mentors represent an important source of support

Photo by CSSP

and comfort for many students, especially for those transitioning their tutees. Due to increased numbers in volunteer applicants, to new schools. Without consistency, this support is lost.

WPTP can afford to replace student volunteers who lack However, according to one site coordinator who has held commitment, ensuring every tutee has a dependable tutor. Senior leadership in CSSP for three years (wishing to remain anonymous), Mariam Hashimi, a tutor in the program for three years, cited her the program is not completely kink free. Since undergraduates strong relationships with tutees as one of the reasons for her manage this student group, mentors are sometimes not involvement. “I feel like I deÀnitely have a marked impact on sufÀciently trained with them. Not just generically in the skills and techniques terms of their score, but also to make them the best in terms of their conÀdence mentors possible. While in a school setting,” Hashimi mentors are taught to stated. Lack of conÀdence, be energetic, positive, not incompetence, is what and supportive, these Hashimi cites as one of programs require a more the biggest problems for Ànely-tuned set of skills Philadelphia students. concerning classroom WPTP, like CSSP, has its management, conÁict challenges. Hashimi noted resolution, homework that while she has maintained help, and more. an ongoing relationship with Furthermore, as her tutee from last year, one of undergraduates, no one WPTP’s biggest weaknesses mentor will be in place is the “mismatched pairing for more than four years. between tutors and tutees,” This lack of consistency adding that the program creates unpredictability “[doesn’t] necessarily accurately pair the strengths of the tutor for the mentees and potential difÀculties in management and with the weaknesses of the tutee.” With tutor-to-tutee pairings communication. Lastly, because CSSP is funded by outside based on the time availability of the tutor rather than on expertise grants, the variability in funding from year to year puts pressure in a certain subject, not every tutor builds a strong relationship on the program. All of these, unfortunately, are common with his or her tutee as Hashimi has. struggles in the Àeld of education.

While personalized tutor-to-tutee pairings Although some of these weaknesses are for over 300 tutors would not be feasible, unavoidable, opportunities for improvement exist pairing strategies could be applied using the I feel like I deÀnitely to remedy some of CSSP’s Áaws. While more program’s end-of-the-year tutor feedback have a marked impact survey and initial application. By simply asking extensive training may be difÀcult to coordinate, additional sessions would better prepare mentors. a tutor which subjects they feel best equipped on them.

To remedy funding problems for the group, CSSP to teach, the program could successfully pair - Mariam Hashimi could add a fundraising branch to manage funds, more students. Furthermore, rather than apply for grants, and solicit donors. Nonetheless, having only one tutor training session before beyond the kinks, CSSP touches the lives of tutoring commences, additional meetings hundreds of students across West Philadelphia, providing could be held to serve as forums for success stories, tribulations, fulÀllment for both its mentors and students. and advice to help tutors with problems they have while they are actually tutoring.

CSSP’s close cousin, WPTP, is a Civic House-sponsored program dedicated to fostering relationships between Penn and Both CSSP and WPTP provide individualized services to West public school students through weekly tutoring sessions. WPTP Philadelphia students who are accustomed to an atmosphere tutors have the option of on-campus tutoring at Civic House, where overcrowded classrooms are the norm. In turn, Penn off-campus tutoring at partner schools, or working with the students have the opportunity to learn Àrst-hand about the Upward Bound Program to provide high school students with education crisis in West Philadelphia and the students it affects. better opportunities for college attendance.

These mutually beneÀcial relationships ultimately enhance the Unlike CSSP, WPTP is solely a volunteer program. The educational environment of public school students and Penn strength in its program lies in the individualized one-on-one undergraduates alike. tutoring sessions that foster relationships between tutors and

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CSSP

WPTP

AGE GROUPS SERVED: Elementary, Middle, and High Schools Elementary, Middle, and High Schools LOCATIONS: Comegys Elementary, Huey Elementary, Lea Elementary, Powel Elementary, Morton Elementary, Rhoads Elementary, Sayer High School, West Philadelphia High School MYA Middle School, Shaw Middle School, Shoemaker Middle School, and Upward Bound (helping high school students) SERVICES PROVIDED: School Day: Mentors engage in one-on-one or small group tutoring.

College Access and Career Readiness: Mentors provide enrichment for students, focused around graduation, college access, and career support.

After-School: Mentors provide academic and extra-curricular help for elementary school students.

Penn Reading Initiative: Mentors work on literacy with students, tracking improvement.

Recess: Mentors promote healthy playground and lunchtime behaviors and activities with students.

Moelis Access Science: Mentors provide classroom support for science, technology, engineering, and math (STEM) curriculum for grades K-12.

Off-Campus Program: Tutors are paired with students inside or outside the classroom of their school. A site coordinator designates which students need the most help.

On-Campus Program: Tutors meet with students at the Civic House on Penn’s campus.

Tutors interact closely with families. On-campus programming helps students who cannot ½t off-campus tutoring into their schedules.

Upward Bound: Tutors provide certain categories of high school students more effective opportunities for attending college.

TIME COMMITMENT: 1 or more hours per week (depending on program, availability, and preference)

1-2 hours per week (depending on tutor preference)

FLEXIBILITY: Flexible to applicant’s interests in program. Penn student Flexible to applicant’s schedule. Penn student chooses time sends in his/her schedule and shifts are assigned accordingly. slots that work for him/her and gets assigned a student/ school accordingly.

VOLUNTEER/PAYMENT: Volunteer and work-study

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Photo by CSSP

Volunteer only

A DIFFERENT KIND OF CLASSROOM: Innovative Schools and NonproÀts in Philadelphia Written by Christine Hu and Grace Jemison

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n 2006, a study by Johns Hopkins University reported that 20,000 of the 42,000 students in Philadelphia public high schools would not graduate. In 2013, with 23 school closings in one summer, the situation seems to be growing continuously bleaker.

Thankfully, however, innovative and caring educators in Philadelphia have been working tirelessly to close the achievement gap plaguing the city’s youth. Through nonproÀts and innovative schools, they are reinvigorating students’ interest and success in education.

INNOVATIVE SCHOOLS Innovative schools, such as Youth Build, YESPhilly, and the Sustainability Workshop, are trying to create environments that engage and interest their students. They adopt an idea of a transferrable, real-world education beyond the classroom.

“This place makes you want to go to school,” states Angelina Rementer, a student at the Sustainability Workshop. “It’s a new way of learning.”

While this model may appear to be new for the college-driven American system of education, it is actually an idea taken from the European model of vocational pathways. After grade 10 in Europe, between 40 and 70 percent of students begin a program that combines “normal” schoolwork with job training or an apprenticeship in any number of vocations, including plumbing, computer work, or ofÀce work, according to a 2011 report by the Harvard Graduate School of Education.

In the U.S., these schools are attracting current high school students who want a more interesting and applicable education, and those who have dropped out of high school, helping them earn their GED.

NONPROFITS “The best part about nonproÀts,” says Andrew Schiera, a former teacher at University City High School and a current doctoral student at the Penn Graduate School of Education, “is that through their mission and vision, they can tackle speciÀc issues better than schools or institutions because of their speciÀc skill set.”

NonproÀts have certainly achieved signiÀcant success. For instance, Springboard Collaborative’s program has grown from just a handful of students in 2011 to over 600 this past summer, landing a $112,800 contract with the Philadelphia School District.

How did they pull this off in the midst of a funding crisis?

“It was always a long shot,” says Springboard CEO and founder Alejandro Gac-Artigas. “Some of the factors that worked in our favor were the fact that we focus on early literacy, one of the district’s priorities. Also, during the short time we’ve been operating, we’ve gathered a large amount of data to make a compelling case to the district that they will see a return on their investment.”

Certainly, there is potential for cross-sector collaborations, but Schiera believes that for many nonproÀts this may not be feasible. “The school district faces budget constraints— partnering with nonproÀts is often a matter of doing a costbeneÀt analysis.”

Gac-Artigas agrees. “You always have to start with skepticism,” he says. He believes that those nonproÀts that can help school districts to maximize existing resources are more likely to secure funding than nonproÀts that propose to add new programs.

Staying optimistic, he adds, “I’m hopeful that the fact that the school district invested in us can pave the way for other innovations to reach students in public schools.”

WHERE ARE THEY? See the map and accompanying blurbs on the following page for more information about the innovative schools and nonpro½ts mentioned in the article!

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WHAT’S NEEDED While innovative schools and nonproÀts are making strides in bridging the achievement gap, it seems what Philly’s education sector most needs is a sense of community and cohesion.

“What Philly needs to do is Àgure out a way to restore the relationship between parents, teachers, and kids and really [bring] parents back into the process of education,” says Gac-Artigas.

“There’s plenty of student knowledge, parent knowledge, and community knowledge,” Schiera points out. “There are also institutions and organizations, such as nonproÀts, that have things they’re good at.”

What is needed is a push for collective action, or in Schiera’s words, “the civic capacity to collectively deÀne our problems and our assets in order to solve these problems.”

GET INVOLVED Given Penn’s unique position as a hub of social entrepreneurship and innovation, and the Penn tradition of civic engagement, Schiera suggests that there are multiple ways for students to get involved in education nonproÀt work.

“Many Penn students volunteer at nonproÀts and schools, and to the extent that Penn students know about the work nonproÀts are doing, they can connect schools to the resources nonproÀts have.”

Gac-Artigas also has advice for Penn students interested in nonproÀt work.

“I would encourage Penn students to spend time in schools and educational organizations as an entry point. Find the problem that compels you more than any other—one that you are most committed to solving. And then seek to understand it better than anyone else, so that the solution you eventually come up with will be better than any other.”

For Penn students looking for a starting point, Mighty Writers encourages students to apply for both volunteer and internship positions. Springboard also offers internships that help with school operations during their summer program. In addition, Civic House, the Netter Center for Community Partnerships, and the Graduate School of Education offer a wealth of opportunities to get involved.

With enough effort and cooperation, we can achieve the goal of innovative schools and nonproÀts everywhere: to make quality education accessible to all.

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YESPHILLY Founded in 1999, YESPhilly—an abbreviation of Youth Empowerment Services—is a school designed speciÀcally for students who drop out of traditional Philadelphia schools. Enrolling 100 students between the ages of 16 and 21, its curriculum provides educational instruction in literacy, technology, math, counseling, media arts, and job readiness. YESPhilly aims to not only grant students a GED, but also to encourage the students to go to college. It emphasizes a “culture of success,” and tries to meet students’ individual needs by offering small classes, fun and interactive activities, and support throughout the college application process.

YOUTH BUILD CHARTER SCHOOL The Youth Build Charter School, part of a national organization, works to bring a diverse educational experience to Philadelphia students. Since 1992, it has been helping high school dropouts receive a GED, gain job skills, and perform community service over the course of a single year. Students choose among a technology, construction, or healthcare vocational track and receive industry-recognized certiÀcations at the end of their training. The students also perform 675 hours of community service through AmeriCorps by graduation. Upon completion of the program, each of the 210 students receives $1,800 as an educational stipend, which serves as a powerful motivational tool for the students to pursue further education.

SPRINGBOARD COLLABORATIVE Springboard Collaborative was founded in 2011, when CEO Alejandro Gac-Artigas, a Harvard graduate and Teach for America alumnus, observed a frustrating phenomenon: the “summer slide,” or the lack of reading over the summer that widens the gap between lower income students and their wealthier counterparts.

In order to close this gap, he developed the Springboard model, which brings students, parents, and teachers together by training teachers in data-driven methods of instruction, empowering parents to become reading instructors, and incentivizing families by awarding educational resources—such as school supplies, books, and even laptops—to students who make literacy gains. Over two years, the program has expanded to eight schools and 642 students. Gac-Artigas was recently named “One of the World’s Best Emerging Social Innovators” by Echoing Green, a global nonproÀt whose fellowship program funds emerging social entrepreneurs with ideas for social change.

MIGHTY WRITERS Mighty Writers was founded in 2009 by Tim Whitaker, a former Philadelphia Weekly editor. To curb Philadelphia’s literacy crisis, Whitaker wanted to found a nonproÀt that would teach children aged 7 to 17 how to think and write clearly, a skill that would translate into success at school, at work, and in life. Today, Mighty Writers connects over 300 volunteers, including professionals such as teachers, writers, journalists, and artists, with over 1,000 children yearly in programs that run the gamut from college essay writing to comic book writing. Mighty Writers has three locations in Philadelphia.

THE SUSTAINABILITY WORKSHOP The Sustainability Workshop, founded in 2011, is an alternative program for 28 seniors from three local high schools: South Philadelphia, West Philadelphia, and Furness. While students remain enrolled at their current high schools, they take no classes there. The Workshop instead allows students to work on projects “that are of interest to them and focus on real-world problems.” Past projects include providing bright, energy-efÀcient lightbulbs free to the public, building affordable LEED CertiÀed homes from recycled shipping containers, and publishing a magazine for young adults to learn how to live more sustainably. While the Sustainability Workshop is not yet a full-Áedged high school, it hopes to become a four-year charter school in the near future.

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CRAFTING HIS OWN CURRICULUM: A STUDENT SPOTLIGHT ON

ERIC SHAPIRO Interview by Nicole Laczewski

HOW TO CREATE AN INDIVIDUALIZED CONCENTRATION IN WHARTON 1. Talk to your advisor to come up with something you’re interested in.

2. Find four courses in the course registrar that interest you and can relate to your concentration, along with one alternate course (a minimum of 3 should be business courses).

3. Find a concentration advisor (speciÀcally, a professor who is an expert in the Àeld of your concentration).

4. Get your courses approved by your advisor.

5. Fill out and submit an Individualized Concentration Proposal (which can be found on Wharton’s Spike website).

6. Final approval must be granted by the Undergraduate Division Petitions Committee.

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W

hile many Penn students may hesitate to step beyond established curriculums to design their own, Eric Shapiro, a junior in Wharton, has taken charge of his academic path. In order to exactly align his undergraduate education with his interests, Shapiro has created an individualized concentration in a Àeld most Whartonites would never consider: education.

IMPACT: Tell us a little bit about yourself.

SHAPIRO: I transferred from NYU, where I was in a program called Business in Political Economy. I kind of realized freshman year that as much as I thought I was into politics, I wasn’t into politics. I was actually more interested in education. I transferred to Penn and initially wanted to do BEPP [Business Economics and Public Policy] with a minor in Urban Studies. Then I realized even that was a little too business-y for me and decided, you know what, I’m going to make an individualized concentration.

IMPACT: What interested you in education?

SHAPIRO: There are various things. For one, my mom is a teacher, so that was always in the back of my head. I did an essay at NYU about education, kind of private vs. public education, and I think that was one of the Àrst things that got me really interested. I had always been tutoring so I’d always been interested, but on an intellectual level, I became interested [in] the challenges of education—that was really the essay: where I could tackle [them], what are the ramiÀcations of education becoming more private, what does that mean, and should it [be privatized]. Once I got here, I took Education in American Culture and two other education courses with great faculty and realized— this is really what I wanted to do.

IMPACT: How will you bring business into the education world?

SHAPIRO: I think if you’re going to be a politician or anyone who’s going to be involved in education, you should have some sort of background in education, whether it’s teaching, tutoring, mentoring, etc… My business background is more of a skill set of leading things and being able to change things. I know I don’t want to be a career teacher, but maybe I would be able to support these career teachers through some position, through maybe administration or ed-tech.

IMPACT: What reactions have you received from other Penn students and professors?

SHAPIRO: I think most people think it’s pretty cool.

They’re interested; they think it’s different. Sometimes I get reactions like “Oh, you wanna teach business,” which isn’t true. There’s a couple of people who look at me like I’m crazy—“Why are you turning down at least 70 or 80 K a year to do this?” From faculty, it depends. Some Wharton faculty think it’s really cool and others think I’m a little off-kilter. Some education faculty think it’s cool that I’m bridging this gap but others are a little hostile; I think it’s the association with business in education and privatization…But I like to think that I’ve broken them down and they realize I’m serious about this and I don’t want to make money off of education. That’s not the point.

IMPACT: What do you want to do with your concentration in the future?

SHAPIRO: I’m still Àguring out what I want to do in terms of education, but I deÀnitely want to teach for a few years, maybe even do Venture for America, which is more entrepreneur-focused so it’s not necessarily education related, but learn those skills and bring them into the classroom. A quote I really like of [American educationalist and author] Lisa Delpit’s is about a farmer who says, “If the corn doesn’t grow, we don’t blame the corn.” I think there is a culture of blaming the students, blaming the families. And maybe to a certain extent some parents don’t care about education, but we have to look at what is the real gap? The teachers are the gap. It’s tough— teachers are blamed for everything. The teachers are the difference-makers, so it really comes down to how the teachers are educated, because right now a lot of it is disconnected from actual classroom practice. .

IMPACT: What is the most rewarding part of your individualized concentration so far?

SHAPIRO: The most rewarding part is knowing that I have ownership over my education to a limited extent, and knowing that I’m taking these classes that I can do what I want with.

In doing what he wants, Shapiro is bridging the Àelds of education and business—a partnership of growing potential considering the intensifying Ànancial burdens of American schools. He encourages other students to pursue individualized concentrations and to make an impact with their career choices.

SHAPIRO’S CONCENTRATION: COURSES TAKEN: URBS 240 Education in American Culture LGST 226 Markets, Morality, Capitalism MGMT 238 Organizational Behavior BEPP 214 NonproÀt Sector – Economic Challenges and Strategic Response ALTERNATE COURSES: FNCE 230 Urban Fiscal Policy MGMT 264 Venture Capital and Entrepreneurial Management

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HELEN GARINGER: Founder of If Teachers Only Knew

FACULTY SPOTLIGHT

ELIMINATING RISK WITH EMPATHY Written by Valentina Raman

B

etween Walnut Street trafÀc and Locust Walk chatter stands the university’s front line for school reform: the Penn Graduate School of Education. Ranked by U.S. News and World Report as the seventh best education school nationwide, Penn GSE has a total enrollment of 1,222 students. Driving these future leaders and the school’s success lies a force already making a mark on education: the faculty.

In light of the dramatic cuts on counseling staff and teacher support in Philadelphia schools, we chose to spotlight Dr. Helen Garinger, Associate Director of Counselor Training in the school’s Applied Psychology and Human Development Division. The professor has recently founded a new program that presents hope to the atrisk students and stressed teachers of American schools. Here is her story.

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“I

magine: a cinder block room,” begins Garinger, motioning hopefully, training public school teachers through ITOK. to imaginary walls lined with cement-sealed cubbyholes.

“You can’t reach everybody,” explains Garinger to teachers, “All your personal stuff, whatever is going on in your life, all who under the stresses of laid-off support staff and cut your prejudices— you have to put it in your drawer when you planning periods struggle to help underperforming students walk into the classroom. You are there for your students.” succeed. “You are not going to succeed with everybody in the This metaphor forms the basis of Garinger’s syllabus for classroom, but you have to do your darndest to try.” To help teachers, to be trained by her newly founded program, If themselves and their students, Garinger says, teachers must Teachers Only Knew (ITOK). learn how to use “basic counseling skills” to build relationships ITOK is a teacher-training program with the overarching with at-risk students and “tap into the talents” of each child— goal of strengthening student-teacher relationships in order to lessons ITOK intends to impart on teachers. enhance student engagement, learning, and “Maybe I’m too idealistic,” Garinger positive behavior. The curriculum is a series concedes with a laugh, envisioning a of seven to eight sessions, “not a one shot You are not going to succeed nation-wide teacher force that practices deal,” explains Garinger. “We are setting up empathy, creativity, and genuine respect with everybody in the a forum online so we can have conversation for all students—cut ups or teacher’s pets. classroom, but you have to Nevertheless, the Penn professor is not alone and dialogue with the participants between sessions.” In doing so, Garinger hopes to in her idealism. do your darndest to try. help teachers develop the skills to effectively Michael Kokozos, a second-year Penn engage at-risk students with particularly GSE doctoral student, is heading a team of difÀcult upbringings and psychological problems—students three Applied Psychology students to conduct research and that typically release their frustrations by “cutting up” in class. evaluation for ITOK. With this research team, an additional two “I taught art, kindergarten through eighth grade,” shares graduate assistants, and one undergraduate student, Garinger is Garinger, recalling her young days as “the aht teachah” of launching pilot programs in various Connecticut schools and her Boston-accented students. After receiving a Master’s in one community college. As a young project, however, ITOK Education degree from Harvard in Human Development and has experienced formidable challenges: pessimistic principals, Psychology, Garinger—then in her early twenties—combined Ànancially strapped schools, unreturned phone calls. Crucial to her passion for art with her studies of child psychology and ITOK’s success right now, Garinger explains, is securing grant began teaching at a Massachusetts public school. “I will never money, establishing credibility, and recruiting more people to forget this Àrst grade teacher,” recalls Garinger. “She was yelling the team. at this kid. Nonstop.” The kid had been “acting out” in class— “My dream is that Penn will be the helm of this whole an act, Garinger explains, to “rid himself of the sadness.” movement,” Garinger shares, hoping to tap into the diverse “His mother had died of AIDS, he had been molested, talents of this university beyond Penn GSE—business, law, and his brother had died of AIDS,” states Garinger, listing web design—in order “to get [ITOK] off the ground.” the hardships that spurred the student’s disruptive behavior.

Are there opportunities for undergraduates to get involved?

Yet the teacher had “no empathy,” removing the child from “Sure!” responds Garinger excitedly, praising the commitment the classroom and his classmates as punishment. “The school of students already “layering up” the building blocks of should have been an oasis, but the situation was compounded ITOK’s program. “I would even have [undergraduates] come and made worse.” up and instruct the sessions if they are comfortable. I would Shaken by the unsympathetic storms of the teacher, young not be averse to have them trained and teach the teachers.”

Garinger began to “bridge the [communication] gap” by running Given the current situation of Philadelphia’s schools, an arts intervention program in Newtown, Connecticut for atGaringer adds, the extra empathy and support are particularly risk students. “Art is the unspoken language of children,” she needed. The cuts have “stretched [teachers] to their limits,” explains, describing how her students illustrated their hardships sending a damaging message to students. at home through their artwork. “You see the purple and the “What are they learning,” asks the professor, “that their black and the strokes going every which way, and it’s usually education isn’t valued? That they are not worth it?” indicative that there are some problems.”

Beyond a child’s parents, one person has the power to reverse After 25 years of probing student behavior, Garinger this message: a teacher. Through ITOK, Garinger hopes to now shares her experience with an older audience, teaching ensure every public school student has a teacher who cares. counseling practicum students in the graduate school and, She pauses. “Do I sound too idealistic?”

“

”

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22 / IMPACT MAGAZINE

Written by Sam Friedlander Photography by Matthew Hall

PHILADELPHIA EDUCATION:

A PRIORITIES PROBLEM “W

elcome to Philadelphia! Birthplace of a Nation... and the Place Public Education DIED.” The girl held the sign high above her head, proudly sporting a Shawmont School Bye Bye Birdie t-shirt. After severe cuts districtwide in arts, music, and drama funding, there’s a good chance Shawmont won’t put on any musicals at all this year—although at least it wasn’t one of 23 schools closed due to the city’s budget Àasco.

The young girl, taking part in a Roxborough Corridor Parents’ Summit protest at Roxborough High School, was not the only one furiously holding up a poster. In fact, hers was arguably not even the most dramatic. “What’s next?” one poster asked, “Student layoffs?”

“Philadelphia, Mississippi, 1963: No Black children allowed in libraries,” another poster reported. And below that: “Philadelphia, Pennsylvania, 2013: No school libraries.”

One young boy, Áanked by friends, gleefully held up a simple sign made from construction paper and Ànger paint: “I’m worth it.” I can’t imagine anyone disagreeing with him. So what’s the problem?

That depends on whom you ask.

The simple answer is that there is no money. According to the Boston Consulting Group (BCG), the district was looking at a projected $1.1 billion deÀcit over the next Àve years if changes weren’t implemented. BCG is a management consulting Àrm that was brought in by the School District of Philadelphia in February of 2012 to advise the district on how to manage the Philadelphia school system’s budget woes, and its exhaustive report on the school district has been controversial. Among other things, the report suggested that the district close between 29 and 57 schools (with the possible expansion of 15 to 20 more closings over the next Àve years depending on the growth of the charter school IMPACTMAGAZINE-UPENN.COM \ 23

network). The district didn’t end up having to close 57 schools—but it did close 23.

The closed schools included two (Wilson Elementary and University City High School) that were previously served by the mentoring programs of Community Schools Student Partnerships (CSSP), and one (Shaw Middle School) that was previously served by another Penn program, West Philly Tutoring Project (WPTP).

Helen Gym, parent of three children in public and charter schools in Philadelphia and one of the founders of Parents United for Public Education—an organization that has been extremely vocal in recent months about their disapproval of the budget cuts

and new budget proposals for the district— doesn’t like the simple answer.

“We don’t have a budget problem,” she said. “We have a priorities problem.”

Gym isn’t the only one with this view. The state recently announced a new plan to use $400 million to fund a new state-of-the-art prison in Philadelphia. “The state spends ten times more money on a prisoner than a public school student,” Gym said. And, even worse, the new prison won’t solve the current overcrowding problem faced by city prisons, according to Forbes.com. Although public outcry has been swift and strong, no changes have been made to the funding plans for the prison.

Another contribution to the budget problem, Gym explained, is the charter school movement. Charter schools are independently operated public schools, with each school constituting its own “local education agency,” or LEA. This means that each charter school has its own board, bylaws, and codes of conduct. Simply put, each charter school is treated as its own school district—but one that is still funded by the School District of Philadelphia. BCG estimated that each student who chooses to attend a charter school increases the district’s existing costs by $7,000. This is because the increased cost of adding a student to a charter school outweighs the minimal decrease in

“ We don’t have a

budget problem,” she said. “We have a priorities problem. ”

PHILADELPHIA PUBLIC SCHOOL FISCAL CRISIS

TIMELINE

By Nicolette Tan

24 / IMPACT MAGAZINE

APRIL 22, 2012 Blueprint for Transforming Philadelphia’s Public Schools released: In the blueprint, district staff and private consultants recommended: 64 schools be closed over the next Àve years; cuts on operations and personnel budgets totaling to $278 million.

DECEMBER 13, 2012 Reorganization plan for schools released: Released

by Superintendent Hite, the plan called for the closure of 37 schools (22 elementary, 4 middle, and 11 high schools) to improve building utilization rates from 68% to 80%, on average.

Sources: The Philadelphia Public School Notebook; The School District of Philadelphia: “A Blueprint for Transforming Philadelphia’s Public Schools.”

Source: The School District of Philadelphia, OfÀce of Communications.

cost of a student leaving a traditional school (which spends signiÀcantly on Àxed costs, like building utilities, that are unaffected by a student leaving). In addition, each student who transfers from a private or parochial school to attend a charter school increases the district’s costs by $10,400, since enrolling an entirely new student adds an even steeper expense to school budgets.

Charter schools, Gym concluded, are “cannibalizing the system.”

Not everyone sees it this way. The former Deputy Superintendent of the School District of Philadelphia (and current Senior Consultant to the Fels Institute of Government here at Penn), Dr. Leroy Nunery, II, said that such a blanket statement about charter schools could be dangerous.

“There is a divergence in the quality of what charters provide,” he explained. “You have some that are superb and others that, quite frankly, were an outgrowth of the spirit of reform, but haven’t kept up. They’re not all created equal.” The point he went on to make was simple: charter schools aren’t perfect— but neither are traditional public schools.

BCG’s report found that 51 percent of charter schools have a School Performance Index rating of 1 to 3, while only 41 percent of district-operated schools rate 1 to 3 (the index gives schools a rating of 1 through 10, where a lower index rating indicates a higher performing school). According to this report, the quality of charter schools may vary, but on average they’re still educating their students well, or perhaps even better than traditional district schools.

However, many charter schools operate on a lottery system, so not every student is afforded the opportunity to beneÀt from these higher-rated schools. Parents

FEBRUARY 19, 2013 Schools closure list cut from 37 to 29 schools: While 10 schools were removed, two were added. The Philadelphia School Reform Commission then set the date to vote on the closures in March.

Sources: Philly.com, Philly School Files.

MARCH 7, 2013 School Reform Commission voted to save 4 and close 23 public schools: The Commission claimed the closures would save the district $24.5 million.

Sources: 6abc.com, NBC10 Philadelphia.

WPVI-TV;

APRIL 2013 FY 2013-14 Consolidated Budget released: To close a $304 million gap in school budgets compared to Fiscal Year 2013, the district scheduled layoffs of staff from schools district-wide and planned to sell property.

Source: The School District of Philadelphia, “FY2013-14 Consolidated Budget.”

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full-time guidance counselors in schools with “‘lessTherethanare600nostudents (including half of all high schools), there are no assistant principals in schools with less than 850 students, there are no full-time librarians, there is only one nurse per 1,500 students…’ The list goes on and on.

”

often have to make a considerable effort to get their children enrolled in charter schools, leaving students with parents who are too busy or absent to put in this effort out of luck. Combined with the budget issues raised by charters, these topics remain at the forefront of a heated debate about whether charter schools are the key to saving the school system or are just sucking money from an already-depleted budget.

BCG’s report cited three factors as contributing seriously to the budget crisis: loss of funding (from the state), rising personnel costs (such as health care and pension plans for employees), and the number of families choosing charter schools. The report, which is almost 120 pages, includes comments on not only the cause of the problem but also a proposed solution, which includes increased individual school autonomy, extreme budget cuts in almost every area of the district’s funding of its schools, and, of course, the infamous mass school closings.

Schools that did open their doors to students on September 9th weren’t left untouched by the district’s plan. Gym outlined some of the more serious

MAY 23, 2013 Unions marched to Philadelphia School District headquarters: Several thousand Service Employees International Union workers marched through Center City in protest of cuts and layoffs (over 3,700 school workers scheduled to be laid-off at this time). 14 people were arrested.

Source: Philly.com, Philadelphia School Files.

problems: “Class sizes are enormous,” with reports predicting that classes will now hold up to 40 students. “There are no full-time guidance counselors in schools with less than 600 students (including half of all high schools), there are no assistant principals in schools with less than 850 students, there are no full-time librarians, there is only one nurse per 1,500 students…” The list goes on and on. Art, music, and drama funding has been diminished. Noontime aides have been, for the most part, eliminated. Coordinators who helped facilitate volunteers from places like Penn were let go. Split-grade classrooms have been instituted in which students from different grades are placed in the same classrooms. Unsafe walking routes between students’ homes and school doors are no longer manned and supervised.

“I am terriÀed by what is happening to our schools,” a local parent admitted, summing up the feeling of many parents in Philadelphia. In a school district where half of the students in 3rd through 11th grade already score below proÀcient levels on math and reading exams (according to an action plan published by Dr. William R. Hite Jr., the

MAY 30, 2013 School Reform Commission approved “doomsday” budget: Legally obligated to adopt a balanced budget by the 31st, the Commission recognized funding was “clearly inadequate” for schools. Hite’s response: “This budget does not meet our expectations for every school to deliver highquality educational programs and opportunities.”

Sources: The Philadelphia Tribune, PhillyTrib.com.

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current superintendent of the district), such understafÀng and underfunding is all the more worrisome.

The budget cuts have directly affected Penn students as well. Shameem Priya Balakrishnan, a student at Penn’s Graduate School of Education (GSE), reported that GSE students’ internships have in some cases been cancelled completely, leaving Penn scrambling to Ànd replacement programs. Balakrishnan lamented the chaos that has resulted from the new budget plan, describing how “an entire middle school population was just thrown in” to the school at which she was working, converting a K-5 school into a K-8 school without the

JUNE 13, 2013 Teachers rallied outside Philadelphia School District headquarters: Hundreds of Philadelphia Federation of Teachers members and their supporters rallied before the School Reform Commission court hearing to determine the fate of laid-off teachers.

Source: CBS Local.

additional funding and support needed to do so effectively. This resulted in overcrowded classrooms and teachers ill-equipped to teach new middle school subjects. The students attending these schools face chaos and uncertainty at home already, she continued, and the last thing they need is to face such turmoil at school all day, where they had previously been able to Ànd refuge. It’s scary, she said, to report to a school without

the necessary guidance counselor support.

Although Balakrishnan knows she wants to work with high-need students typical of Philadelphia schools, she’s now re-thinking wanting to live here after graduation because job security is practically nonexistent. “I don’t know if the government is aware of the far-reaching consequences of the decision to cut funding to education,” she concluded.

“Obviously, Àrst and foremost, it squashes

the possibilities for the city’s children, but it has a ripple effect that affects countless others as well.”

Important to note is the disproportionate effect the budget cuts have had on minorities.

According to the National Opportunity to Learn Campaign, although only 58 percent of students in Philadelphia schools are black, 81 percent of students affected by the recent school closings are black. Similarly,

JUNE 30, 2013 Governor Corbett signed Act 1A of the Enacted Pennsylvania Budget: The budget committed a $90 million increase to basic education funding, bringing it to its highest level in Pennsylvania history. (In 2011, Governor Corbett’s “doomsday” budget slashed $961 million for education; roughly a third of those cuts fell on Philadelphia.)

AUGUST 8, 2013 Superintendent Hite issued ultimatum for $50 million to open schools: Hite announced that if the District did not receive $50 million from the state by Friday, August 16, schools would not start the 2013-14 school year on Monday, September 9.

AUGUST 12, 2013 Parents and community rallied outside school district headquarters: Reverend Dr. Kevin R. Johnson led parents and community leaders in chanting “It’s not enough!” and called for $180 million by September.

Source: The School District of Philadelphia, OfÀce of Communications.

Source: The Philadelphia School Notebook.

Public

Source: Pennsylvania Budget and Policy Center.

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AUGUST 13, 2013 Hite announced schools would open on time for 201314 school year: Receiving the $50 million, Hite claimed that the schools were now able to provide at least a basic education for the students. The District reinstated 95 assistant principals, 267 school counselors, 290 secretaries, and 1173 noontime aides for schools.

Sources: The School District of Philadelphia, OfÀce of Communications; NBC10 Philadelphia.

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while 81 percent of students in the district are classiÀed as coming from low-income families, 93 percent of affected students are low-income. As a comparison, 14 percent of students in the district are white, but only 4 percent of students affected by the school closings are white.

Both Gym and Dr. Nunery stressed that this is a national problem. Over the past three years, Dr. Nunery explained, three in every Àve states have reduced funding to public education. Another one in Àve have barely increased spending at all. “The country in general is trying to wrestle with its future, and unfortunately, our priorities are not always very clear,” Dr. Nunery lamented.

Parents United for Public Education is dealing with “a localized situation, but this is happening nationally,” Gym agreed.

The Philadelphia school system is by no means alone. Chicago is closing 54 of its schools this year; New York City, 26. As in Philadelphia, these closings have affected

minorities (speciÀcally black children) disproportionately, and as in Philadelphia, no solution has been devised yet to keep schools staffed and equipped to educate students effectively.

So what is being done to curb the effects of what some have called a “doomsday” budget in the Philadelphia school system?

Parents United for Public Education, for its part, has launched a campaign to educate parents about what they can do to help their children. Gym and others in the organization have created lists of what parents should be doing, constructing what they have termed an “Action Toolkit” with four main goals in mind: building networks of concerned individuals, holding local ofÀcials responsible, securing a school funding guarantee from city leaders, and creating statewide support for the situation in Philadelphia. Gym said the organization has stressed the importance of documenting what’s going on in the schools right now.

AUGUST 28, 2013 Mayor Nutter announced plan for closed school buildings: Nutter announced plan to sell or Ànd new uses for the 31 closed school buildings in the District to increase revenue for education, but he and the City Council are in debate about the plan’s details.

SEPTEMBER 9, 2013 Philadelphia public schools opened for 2013-14 school year: Short of teachers, support staff, and even assistant principals, the 212 remaining schools opened for the Àrst day of school.

Source: Philly.com.

Nothing’s going to change, she asserted, if people can’t see the real effects of the budget cuts on the students.

But what about Penn students? As a central Àgure in both the West Philadelphia community and the larger education scene in the area, what is our role in the struggle to ensure that the students of Philadelphia receive an education? Nicole Survis, a senior and Executive Board member of WPTP, believes that “it’s our duty as temporary residents of West Philadelphia to give back to our community in some way.” But how do Penn students, who may feel somewhat isolated from the situation, get involved?

For many, volunteering at the schools themselves, whether it’s through WPTP, CSSP, or one of the other community outreach programs organized through Civic House or the Netter Center, is a perfect opportunity to help. With noontime aides, teaching assistants, and other necessary staff effectively removed from the system, Penn volunteers are more important now than ever. It’s crucial, though, to be dependable. Schools are already scrambling to create a semblance of organization, and without volunteer coordinators to facilitate the relationship between volunteers and schools, the responsibility falls on Penn students to hold themselves accountable, so they don’t leave schools without reliable volunteers.

With hectic schedules and ever-growing lists of commitments, however, Ànding a few hours a week to commit to volunteering

can be difÀcult for some Penn students. Dr. Nunery said there are plenty of other ways Penn students can get involved, even if they don’t seem like solutions. “What Penn students have to recognize is that nothing is done overnight,” he stressed. Even being in the right mindset is a step in the right direction. Dr. Nunery emphasized the importance of not feeling as though we’re removed from the situation just because we live on campus. We’re still members of the West Philadelphia community, and as such, we still have a responsibility to be informed. “Every discipline at Penn could be brought in to help solve the problem,” Dr. Nunery continued.

Gym agrees. “It’s very important for Penn students to have some clarity and analysis about what’s happening and how it relates to the broader national landscape,” she said. “There’s a huge amount of rhetoric swirling around… what’s probably the most democratic, important social contract that we’ve got, which is our public schools.” To simply grasp what it is that’s happening—and what’s needed—is a huge step forward.

“And then on a very selÀsh level,” she concluded with a laugh, “if anyone wants to volunteer to help out with our Parents United effort to document what’s happening in the public schools and help parents Àle complaints about issues in their schools, they should deÀnitely contact us.” To me, that sounds about as far from selÀsh as she could get.

PA State Senator Vincent Hughes at Roxborough Corridor Parents’ Summit, on May 20th, 2013

IMPACTMAGAZINE-UPENN.COM \ 29

Devon and mentor Dr. Kenneth Goldrick, from an apprenticeship at Family Pet Animal Hospital.

Sparking Student Success:

A PARTNERSHIP OF IMPACT Written by Alexandra Harcharek, Marketing/Communications Manager at the Wharton Social Impact Initiative

Wednesdays are special. If you look around, you may see a crop of young students—12- and 13-year-olds—entering buildings across Penn’s campus. These Henry C. Lea School or Mastery Charter students are part of the Spark program, and on Wednesdays, they’re on campus to meet their mentors.

W

harton Social Impact Initiative (WSII) serves as a hub for social impact activities, resources, and information at Wharton. We support students, faculty, and alumni in the drive to use business knowledge and practices to create social impact, both locally and globally.

We also create our own opportunities, such as the partnership between Spark and Wharton.

Founded by Wharton alumnus Chris Balme (C’ 03, W ’03), Spark connects seventh and eighth graders with professionals working in careers of interest to each child— nursing, journalism, information technology, hotel management, and more. Spark’s goal is to give these young students a glimpse of the world they can enter and the jobs they can have—if they stay in school. Most of the Spark students come from neighborhoods with extremely high high-school dropout

rates. Those who come to campus are here to meet with their mentors, learn about the workplace, and understand how their lessons in school are relevant to the careers that they have only vaguely imagined.

“

Workplace lessons open [students’] eyes to unimagined pathways—like pursuing a college degree, or a career based on their favorite subjects.

”

WSII is supporting Spark in an effort to connect local seventh and eighth graders with Penn mentors. In Philadelphia, the need could not be greater. A staggering 34 percent of the city’s students drop out of high school. According to April 2013 reports by the nonproÀt news service The Notebook,

that number rises well above 50 percent in low-income areas of the city. These hotspots dot the map in neighborhoods such as Kensington, Point Breeze, Walnut Hill, and North Philadelphia. Across the entire district, only 64 percent of high school students graduate on time.

What’s fueling this trend?

“We can’t point to any one indicator.

There are a number of things,” explains Lisa Nutter, president of Philadelphia Academies and Philadelphia’s First Lady, in an interview with WHYY’s RadioTimes. “Kids talk about being disconnected from adults in the school, being disengaged from the things they’re learning in school… There’s a combination of things that kids say pushed them out of school… Some are academic, but some have to deal with poor relationships within schools.”

Disconnected from adults, disengaged

Every issue of IMPACT will include an update from the Wharton Social Impact Initiative. Written by WSII staff, this column serves to complement IMPACT student perspectives and connect Penn students to institutional resources and opportunities for involvement.

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WHERE ARE THE HOT SPOTS? By zip code, the percentage of members of the School District’s ninth grade class of 2006-07 who dropped out without earning a diploma by 2012. Overall, the six-year dropout rate for this class was 33 percent.

Six-year dropout rate 0-10% 11-20% 21-30% 31-40% 41-50% Source: School District of Philadelphia

from learning, pushed out of school—these threats to student education are challenged outside of the classroom through Spark.

With the resources and support of WSII, Spark launched a pilot program in Philadelphia in the spring of 2013, connecting 67 students with mentors. Many mentors were Penn graduate students and staff.

This fall, Spark commemorated its Àrst year in Philadelphia, marking the milestone by expanding to more than twice as many schools. The program is now at Henry C. Lea School, John Barry Promise Academy,

Mastery Charter School (Shoemaker Campus), Morton McMichael School, Roberto Clemente Promise Academy, and William Dick School.

In late September, Spark students— referred to as apprentices—gathered at their respective schools for Match Night, when students and their parents were introduced to their mentors. For the next eight weeks, apprentices will trek to their mentors’ ofÀces to spend the afternoon engaging in careerrelated projects, activities, and hands-on learning. The apprentices build upon their professional workspace experience with an in-school curriculum that reinforces the lessons and experience gained outside of the classroom.

Daniel and mentor Michelle Rymand from an apprenticeship at Klein and Hoffman.

Madison and mentor Bader Hower from an apprenticeship at Bader Hower Photography.

SPARK AND WHARTON

For some young apprentices, a lesson may be as simple as practicing a Àrm handshake and looking someone in the eyes. For other apprentices, these workplace lessons open their eyes to unimagined pathways—like pursuing a college degree, or a career based on their favorite subjects in math, reading or science. The Spark team likes to tell the story of a student who was interested in becoming a rap star. His mentor taught him how to build an excel sheet to track the expenses that undoubtedly come with stardom.

“When we tell the students about the importance of planning, it may go in one ear and out the other. Now they’ll be learning it from professionals in their Àeld of interest,” says Dr. Bell-Chiles, former principal of Henry C. Lea Elementary School.

WORKING TOGETHER Spark makes the value of relationships clear. Relationships between students and mentors spark a student’s passion and creativity. Relationships between Penn and local schools demonstrate the ways that a university can integrate with its neighboring community. And relationships between organizations and Penn institutions—like that of Spark and WSII—offer a model for collaboration and impact.

INTERESTED IN HELPING OUT? Throughout the year, Spark has opportunities for Penn students to pitch in— such as stafÀng events, conducting research, or contributing your unique professional skills. Stay tuned on their Facebook page for upcoming calls to action: www.facebook. com/SparkPhiladelphia.

Sameerah meeting Mayor Michael Nutter through her apprenticeship with Catie Wolfgang at the mayor’s OfÀce of Service.

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CLASS STRUGGLES: Financial Aid in the 21st Century Written by Cheyenne Rogers

T

uition is on the rise. This past year, Penn’s undergraduate charges increased by 3.9 percent, shooting tuition and living expenses up by $2,234.

Across the country, these costs are climbing even more steeply, at an average annual inÁation rate of about 8 percent—making the affordability of higher education an increasingly important issue to address.

PENN’S EFFORT FOR LOW-INCOME STUDENTS

College sophomore Vanessa Lizárraga

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While Penn increased its Ànancial aid budget by $9 million to accommodate the Ànancial needs of incoming freshmen, studies suggest low-income students are still discouraged by the high sticker price.

According to a study by the Brookings Institute and Princeton University, as of spring 2013, only 34 percent of low-income students ($20,000 annual income and less) attend college compared to 79 percent of students in the top Àfth of income distribution. In an effort to make college more accessible, Penn partners with QuestBridge, a non-proÀt organization whose mission is to “connect the world’s brightest low-income students to America’s best universities and opportunities.”

QuestBridge allows students to apply to 35 partner colleges, ranging from Amherst to Yale, free of charge through one application.

Wharton junior Alex Dinsmoor says, “QuestBridge, above all, helped me dream big. I had never considered going to highly selective universities before.” Alex is a Quest Scholar who applied under regular decision to Penn through the organization, but others can also go through the “match” process, where students rank up to eight colleges to which QuestBridge sends their applications. Students matched with partner colleges

PENN’S INCREASING UNDERGRADUATE TUITION AND FEES, 2009-2013

$46,406

2013-2014

2012-2013

$43,738

$42,098

2011-2012

$40,514

2010-2011

$38,970

2009-2010 $34,000

$36,000

$38,000

$40,000

$42,000

$44,000

$46,000

Source: Penn Archives: University History, Tuition and mandated fees, Room and Board and other educational costs at Penn since 1900

are accepted under early decision or action, and receive a full four-year scholarship.

In addition, the University has also “provided the PreFreshman/PennCAP (Pennsylvania College Achievement Program) program for years,” says Vice-Provost for Equity and Access William Gipson. The program’s main purpose, Gipson explains, is to give 100 members of the entering class, many of whom are low-income or Àrst-generation students, a chance to participate in a “four week, academically rigorous introduction to the Penn academic experience.” The program also assists students throughout their four-year career by helping them develop important life skills, such as developing a Ànancial budgeting plan.

Through programs like QuestBridge and PennCAP, as well as grants and scholarships awarded by Penn, our university makes a large effort to ensure education equality and access for its low-income undergraduates, who account for 8 percent of the student body.

However, the story of the college Ànancial burden is not only a chapter in the lives of high-need students.

AND THE MIDDLE CLASS? According to Joel Carstens, Penn’s director of Ànancial aid, low-income students “generally have incomes below $60,000,” meaning that there are still a number of lower-middle and middle-class students who demonstrate some kind of need, even if only moderate.

While Penn states that its mission is to meet the full Ànancial need of each student, students and the University often have different deÀnitions of this mission. “I think it is true that Penn is meeting what they deÀne to be a student’s need,” says College sophomore Lauren Archambeault. “However, I think there are many situations in which Penn overestimates a family’s ability or willingness to contribute to a student’s education costs, especially for families which fall in the middle of the annual income spectrum.”

This is why, Carstens says, “[it] is important for families to let us know about their entire circumstance when they apply for aid” so that “we are able to better assist the family in paying for a Penn education.”

Even so, it is not a guarantee that a lower-middle or middleclass student would be awarded extra Ànancial aid simply because he would otherwise be paying his own tuition. In fact, a study done by Sallie Mae, a national Ànancial services company, found that students across the country are now contributing more to the costs of their education than in the past Àve years—up to 30 percent. The funds for this contribution, says Sallie Mae, are coming from students’ own income, savings, and borrowing.

Although federal work-study gives eligible students a source of income to cover some of the excessive costs of attending college, what about the non-academic costs of education?

College sophomore Vanessa Lizárraga explains, “When I think of my academic needs, I think not only of my books, tuition, and school supplies, but also of all the other expenses that support my life at Penn. Students have personal expenses as IMPACTMAGAZINE-UPENN.COM \ 33

“

“

Students have the right to a foundationally stronger collegiate experience: a balanced combination of education, affordability, and university support.

well. For instance, I have to buy my own plane tickets, purchase my own toiletries—these are necessities that my parents cannot always provide.”

While Penn provides room for these “Personal” expenses in calculating Cost of Attendance and Ànancial aid, at the end of the day, sometimes the money for expenses beyond tuition and books just isn’t there. Thus, students not on full aid may need to take out loans to make up for merely attempting to live a comfortable life.

THE BURDEN OF DEBT Considering some middle-class students are scraping the bottoms of their piggy banks to pay for toilet paper and tuition, and loans continue to add to the IOU pile, it is no surprise that two-thirds of all students graduating from four-year colleges are leaving in debt. According to an initiative of the Institute for College Access & Success, 43 percent of 2011 Penn graduates left with more than the diploma they had bargained for, racking up an average bill of $17,891.

This student debt not only has economic consequences, but also tends to have other long-term effects. For example, the National Bureau of Economic Research found that “debt causes graduates to choose substantially higher-salary jobs and reduces the probability that students choose low-paid ‘public interest’ jobs,” like teaching and social work. They also found evidence that debt leads students to choose academic paths that they believe will lead them to the most money, but not necessarily the most fulÀlling life. According to the Joint Economic Committee of the US Congress, student debt may be causing them to “delay borrowing for a home or car, saving for retirement, starting a family,” and other important life investments.

CAN MORE BE DONE? It is evident that Penn is dedicated to making college affordable for low-income and middle-class students, stretching their Ànancial aid budget an additional 5 percent from the last academic year, but could Penn help even more to make up for

34 / IMPACT MAGAZINE

College sophomore Lauren Archambeault

the leftover Ànancial burden that weighs heavily on an alreadystressed college student’s back? Lizárraga thinks so: “Perhaps they can come up with a system that gives us more options in terms of managing our Ànances, like a class, or a better relationship with our Ànancial advisors.”

More money may not be plausible, but other resources could be the answer. Life skills and personal Ànancing seminars that cover budgeting, loans, and future planning are just one way to ensure that all students are getting the support they require, regardless of their position on the income distribution scale.

An accessible report on local and national scholarships would at least put deserving students in the know, saving them time, worry, and possibly some unneeded Ànancial headaches.

Thankfully, Penn and much of the nation have seen the importance of extending college access to those other than the elite. However, it is not only access to an education that is important for a student’s Ànancial security and well-being. Dare it be said that students have the right to a foundationally stronger collegiate experience: a balanced combination of education, affordability, and university support.

TODAY’S TO-DO LIST:

A BREAK FOR BELIEFS Written by Grace Jeminson

I

t’s 6:30 pm on a Saturday. Thousands of Penn students are hurriedly Ànishing homework assignments, engaging in study groups, writing emails upon emails for clubs, and grabbing dinner before preparing for a night out. The to-do lists are long. The Google Calendars are jam-packed from the time students wake up to the time their heads hit the pillow. But within the hubbub that is Penn, a group of students gathers, poring over ancient texts, praying and thoughtfully discussing what it means to have a soul, and how this soul affects one’s daily actions. A profound tranquility envelops the room.

In a culture where many barely have time to go to the gym, how does one even start to consider these philosophical and theological discussions? As the writer Rita Ghatourney said, “Peace does not mean to be in a place

where there is no noise, trouble, or hard work.

Peace means to be in the midst of all those things and still be calm in your heart.”The numerous religious groups on campus from all different backgrounds and schools of thought pursue this often-overlooked path to peace through discussions and worship services. They engage in a unique type of learning: the education of values, self-awareness, and community beliefs.

They strive to understand a god in a highly informed and thoughtful way. In the buzz of OCR, GBMs, BYOs, and other three-letter acronyms, taking the time to learn about what one believes and trying to solve life’s WHY’s proves highly impactful.

Although there are myriad student groups that represent varied backgrounds and views of faith, we’ll focus on a few diverse ones.

IMPACTMAGAZINE-UPENN.COM \ 35

THE CHRISTIAN ASSOCIATION The Christian Association aims to help students to learn and grow in their faith, and make it relevant to their everyday lives.

They host home-cooked meals, discussions and worship services as well as participate in service activities. They use the Bible as the basis for their faith, and in addition, study concordances and other contemporary literature to learn to be active Christians.

Campus Pastor Megan LeClyuse explains, “studying the Bible… connects us to humanity. I think when we study religion and look at the religious texts, there’s a lot in there kind of about the core of our being.”

JEWISH RENAISSANCE PROJECT Another student group, the Jewish Renaissance Project (JRP), works to create communities among Jewish students and to overcome “pediatric Judaism.” As JRP member College sophomore Molly Elson explains, “I have found that with myself and with a lot of other people that even as we grow as adults and gain sophisticated knowledge about tons of subjects—math, literature, you name it—often people of the Reform or Conservative Jewish faith don’t gain any knowledge of Judaism past their Hebrew school knowledge and then just don’t get involved.” This group creates a space to meet the needs of Jewish students at Penn who are not involved at Hillel. Elson emphasizes that “it’s not supposed to be preachy or paternalistic, but to meet any whimsical desires that people may entertain about their Judaism...it’s to enrich and engage anyone who wants to be enriched and engaged.” The students involved in JRP “enrich and engage” themselves through group discussion. A rabbi leads the discussions and often gives readings from the Torah or from other rabbis—new or old—for the students to grapple with and consider.

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HINDU STUDENT COUNCIL The Hindu Student Council similarly exists to provide a community and place of enrichment for Hindu people at Penn.

They organize a weekly puja service, which includes the performance of the Ganesh puja, recitation of mantras, and meditation.

They also hold events for the numerous holy festivals throughout the year. Many of the stories and teachings that the HSC reÁects on come from the Vedas, a scriptural collection with many of Hinduism’s original teachings.

College and Wharton junior Neel Koyawala, co-chair of HSC, says, “We hope to teach the spiritual meaning and the value of that spiritual understanding to one’s perspective on life through open discussions.”

PENN SECULAR SOCIETY Another student group that adheres to a different school of thought is the Penn Secular Society. They hold events and open discussions about different theological, philosophical, and atheistic topics. For example, last spring they hosted Dr. Andrew Norman, a philosopher from Carnegie Mellon University, to speak about the interplay between faith and proof. They’ve also done activism events such as “Ask an Atheist” and an Atheist Bake Sale on Locust Walk, where they asked passersby

to sign over their souls in return for a cookie in hopes of provoking thought about the value of a soul. The Secular Society, as President Seth Koren explains, hopes to “instill the value of reason over blind faith in members of the Penn community at large.” Indeed, many of the group members have religious backgrounds and read holy books to gain exposure to other belief systems in reasoning through their own beliefs.

Educating oneself about one’s beliefs adds another dimension to faith. Koyawala explains, “Most people on HSC need an educational understanding of Hinduism to supplement their practices so that there is greater meaning and applicability of the religion.” Elson adds that being informed allows one to “survey the landscape and...pick and choose what cultural traditions you want to follow and which you want to reform.”

Studying the religious texts and educating oneself is critical to knowing “why we believe what we believe. College is a time when you start to take on an identity…and religion is a part of that,” according to LeClyuse.

So, let’s revise your to-do list for the day: - Email Professor about research - Marketing assignment - Study for Chem to beat the curve - Start outline for Sociology paper - Go to the gym to catch the eye of the hot Kappa Sig junior - 8 pm GBM to save the world - Add two more activities to my resume - Take an hour break - Think about what I believe & why I believe in it Years from now, what’s going to matter?

That you did better than the majority of your Chemistry class on an exam, that you hooked up with that sexy junior, or that you have a clear, informed understanding of your beliefs?

For a full list of the religious groups on campus and opportunities for involvement, visit the website of the OfÀce of the Chaplain at http://www.upenn.edu/chaplain/ studentorgs.html.

IMPACTMAGAZINE-UPENN.COM \ 37

EDUCATION ACROSS THE GLOBE Written by Monica Dyches

Russia – Financial Literacy Education

Canada, Greece, and Cyprus – University Partnerships

After identifying the public’s lack of basic Ànancial knowledge as a factor for the 2008 global Ànancial crisis, Russian Finance Minister Anton Siluanov announced a national strategy to increase Ànancial literacy on September 5th, 2013, at the G20 Summit. A report prepared with the Organisation for Economic Co-operation and Development (OECD) outlines information gathered on the international practices for increasing Ànancial literacy. According to Anastasia Markitan, of Russia Beyond the Headlines, Russia’s own implementation of this research will involve increased Ànancial education in their school curriculum.

These Àndings of the OECD-Russian report, commenting on the lack of basic Ànancial knowledge even in developed countries, only further emphasize the importance of Ànancial literacy in an internationally integrated world.

With recent decreases in education funding, cut backs in staff, and other changes in government education policy, many Greek universities found themselves struggling Ànancially. To help alleviate these cutbacks and increase Greek-Canadian relations, the Canadian Embassy in Athens created a partnership between universities in Greece, Cyprus, and Canada. According to the Greek newspaper Kathimerini, the partnership increases communications and diplomatic relations, collaboration in research and development, and Canadian/ Hellenic studies through added study abroad, faculty exchange, and scholarship programs. Top universities across Canada are involved in this international engagement, which aims to ease the Ànancial tension in Greece while improving the global presence of all three countries.

Chile – Education Protests

Liberia and Benin – Right to Play Right To Play is an international humanitarian organization currently working in Liberia and Benin, two of the poorest countries in West Africa. Between the tin-roofed shanties and children running barefoot in ankle-high grass, Right To Play is working within communities to foster social growth and values. In addition to organized soccer tournaments and other games, Right To Play uses coaches and skits to teach lessons of sexual education, spread awareness about infectious diseases, and increase participants’ self-esteem. “They work hard on the football Àeld, then they go home to work hard to help their parents,” said District Chief Kpanou Eulog to Scott Russell of CBC Sports. “This is what Right To Play is doing by putting sport into their lives. It’s building bridges and of building a team. They are all in this together.”

In May 2011, Santiago, Chile, witnessed the start of an over two year campaign of student-led protests demanding education reform. These demonstrations and rallies have enveloped the student population the nation on both the secondary and post-secondary levels. As reported by Gideon Long of the BBC, the students’ demands include increased government funding for public universities, increased access to free public education, and the creation of a government agency to monitor and prosecute corruption and fraud within the current educational system. While elected ofÀcials have made some promises to improve education, the empowered students of Chile are paving their own paths towards change.

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E

very day, enhanced educational practices are improving the lifestyles, economies, and characters of citizens around the world in a movement of changing priorities, increasing strength, and expanding knowledge.The following are a few instances of how students, governments, families, and businesses today are creating progress through education.

China – Private Sex Ed. Courses While there is little sexual education in China’s public schools, private sex ed. courses for adult urban women are becoming increasingly popular. According to Ma Li, a sex education provider in Shanghai, quoted in Reuters by Shanghai Newsroom, “Many people [in China] will grow up thinking sex is a dangerous thing or really shameful.” However, with increasing overseas travel, affluence, and influence of foreign popular culture, Chinese women’s attitudes towards the traditionally taboo subject of sex is breaking free of more historically conservative attitudes. This growing demand and supply of private sexual education courses is freeing a whole generation of women from fear of sex.

Nepal – Incorporating Gross National Happiness The Koseli School serves disadvantaged students in the slums of Kathmandu, Nepal, and includes the practice of meditation in the school curriculum. By including self-reÁective and other resilience-building activities into the classroom, students in Kathmandu, Nepal, are equipped with not only knowledge, but also life skills to succeed. Zubin Sharma, writing for the HufÀngton Post Impact Blog, states the Koseli School initiative is just one part of the positive psychology movement, which aims to refocus community efforts by valuing improvements in Gross National Happiness as highly as increases in Gross Domestic Product.

Australia – International Education Exportation As the country’s largest service-based industry, Australia’s education system provides jobs, creates revenue, and diversiÀes ideas.

According to Universities Australia, international education—the contribution of international students to Australia’s education system—is the country’s fourthlargest export market. Seeking to grow this market even more, Australia has launched a social media campaign to consolidate markets and attract potential students from Brazil, Indonesia, Turkey, Vietnam, and the Philippines. As the campaign recruits new students through scholarship and outreach programs, it’s also educating Australia’s own people on the importance of education in their own economy.

IMPACTMAGAZINE-UPENN.COM \ 39

TREATING TEACHERS

RIGHT: Lessons Learned from

Written by Jordan Huynh

South Korea, Singapore, and Finland

Wharton and College sophomore Junyu Zhang (left) and Finnish exchange student Emma Hirvisalo (right)

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T

his summer, I fell in love. As a teacher for Breakthrough Collaborative, my summer days were Àlled with teaching middle school math, planning exciting activities, cheering and chanting, and pointing high-achieving urban students towards college. It was an intense, exhausting experience, but I loved every second of it. When the program ended, I knew that teaching was what I was called to do in life.

My Breakthrough colleagues supported my new career aspiration, but many people were quick to shut me down. I was told that teaching was a waste of my potential, that my Ivy League education should amount to bigger and better things, and, of course, that I would not make enough money as a teacher.

This mentality was not surprising. With a university Àlled with engineers, pre-meds, and pre-Wall Street show runners around me, it was obvious that the life of a teacher was not one that many people at elite institutions wanted. Sharon Liao, an undergraduate at Columbia University, agreed. Earlier this year,

she voiced concern in a Washington Post opinion piece about Ivy League students becoming teachers. “Teachers fall too low within our professional hierarchy,” she said. “They ought to command more respect.”

With Liao’s ideas in mind, I decided to explore the role of teachers in the “professional hierarchies” of three countries with globally recognized education systems: South Korea, Singapore, and Finland. These countries ranked among the top six nations in math, science, and reading tests conducted by the Programme for International Student Assessment in 2009. The United States, on the other hand, consistently fell to the middle of the pack of 74 countries in all three categories.

We need to make positive strides in the teaching profession in order to bring the United States to the top. By drawing inspiration from the way South Korea, Singapore, and Finland treats their teachers, we will be able to move towards a stronger teacher force and a more successful education system.

SOUTH KOREA

an excessively competitive culture. Many students’ lives revolve around getting higher test scores than their peers to get into the nation’s top universities.

To beat the competition, an overwhelming number of Korean students enroll in after-school private tutoring centers called hagwans, where they receive focused test preparation. These centers have become an issue of national concern, because students overexert themselves in the name of competition. The government even began to send out patrols to crack down on late-night studying.

The hagwan predicament leaves South Korean public school teachers in an interesting position. While they are treated well by the government with high levels of compensation, they are not held in high regard by many students, who attribute scoring well on tests to their studying after school. “The general consensus is that you don’t learn from public school,” Lee said. “You study on your own or you go to one of those hagwans.”

SINGAPORE

Singaporean education system to retain high quality teachers.

Most of the nation’s public school teachers stay in the profession until they retire. The OECD reports that their starting salaries are 98 percent of the nation’s GDP per capita, one of the highest numbers for teachers across the world. “They match it to the private sector so that they don’t lose talent,” Zhang said.

Unfortunately, Singaporean education is Àlled with standardized tests, leading to an incredibly rigid system.

According to Sophia HueyShan Tan, a professor at Coastal Carolina University, “only about a third of science teachers teach problem solving regularly, as they are more concerned about covering the science syllabus.” As a result, Zhang noted that there is a lack of creativity and innovation from many students in the Singaporean school system.

When I Àrst looked into South Korean education, I was impressed with student achievement. South Korea consistently ranks in the top Àve nations for both reading and math scores on the Programme for International Student Assessment.

Initially, I assumed that this was a result of the high standards set for the country’s teachers. According to the Organisation for Economic Co-operation and Development (OECD), the starting salary for South Korean teachers is 128 percent of the nation’s GDP per capita, the highest Àgure for any country in the world. Furthermore, becoming a teacher is a competitive business. McKinsey and Company noted that only the top Àve percent of high school students are recruited for admission into the nation’s undergraduate education program.

However, my perception of Korean education was altered when I met with Wonjae Lee, a Wharton and College sophomore from South Korea. According to Lee, the students are driven by

Although teachers were not as highly respected in South Korea as I expected, I still had hope for their status in other countries. Junyu Zhang, a Wharton and College sophomore from Singapore, gave me a Àrsthand account of her nation’s public education system and their treatment of teachers.

According to Zhang, the public’s positive attitude towards teachers is derived from the competitive nature of the scholarship for undergraduate teacher training programs. Every year, Singapore’s Ministry of Education gives full scholarships to selected students who wish to become teachers. In return, teachers are required to teach in Singaporean schools for six years after they graduate.

The prestige and salary associated with teachers allows for the

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FINLAND

Finnish exchange student Emma Hirvisalo raved about the respect that teachers get in Finland, from both their communities and their administrators. She ranked it as the third most respected position in the country, behind lawyers and engineers. This cultural prestige is evident in the national standards for teacher training. Only students from the top 20 percent of their high school class are recruited for the nation’s Àve-year undergraduate and graduate teacher training programs, which have acceptance rates of about 10 percent. As with all public education in Finland, the national government covers the cost of their training.

After completing their training program, the education

system gives teachers signiÀcant respect. “The teachers are trusted a lot,” Hirvisalo said. “Certain things have to be covered, but [teachers] can do that in whatever way they want to.” The autonomy given to teachers makes the job more rewarding, as seen in the high retention rates among teachers.

The creative power given to teachers in Finland leads to high satisfaction rates, even though their pay is modest in comparison to other top performing countries. Hirvisalo noted that while teachers are not among the highest paid workers in the nation, they make enough to maintain a comfortable living.

The country’s culture of education instills a love of learning in many Finnish students, which is the ultimate satisfaction for the nation’s teachers.

MOVING FORWARD Improving teacher quality in the United States is akin to asking the infamous question of the chicken or the egg. If we somehow improve the cultural respect for teachers, then their pay, autonomy, and competiveness may increase. If we Áip it around and increase teachers’ pay, autonomy, and competitiveness, then cultural respect for them may improve. Since cultural respect is not as tangible as pay, we have to focus on the latter.

First, competition for undergraduate education programs and teaching jobs should be higher. To produce top notch students, we need top notch teachers. South Korea, Singapore, and Finland recruit top high school students to become teachers, and we should too. To make education a more attractive Àeld, students should be enticed with government scholarships like the ones in Singapore and Finland.

Second, teachers should be given more autonomy over their lessons. Standardized tests are important and can be a good measure when comparing states or nations, but teachers cannot always be teaching to the test. By giving teachers a choice on how to teach material, the likelihood of teacher turnover would diminish.

Finally, teachers need to see an increase in compensation. State taxpayers and governments continually claim that education is important, but they need to put their money where their mouths are.

An investment in great teachers is an investment in students, and an investment in students is an investment in our future as a nation.

If you are reading this, chances are that you are a Penn student who has no interest in pursuing a career as a teacher. That’s Àne. As a Penn student, you are more likely to end up in some other position of power and respect. Whether you decide to become an important businessman, an inÁuential policymaker, or a leading scientist, remember the power that teachers had on your life and the power of teachers on the lives

42 / IMPACT MAGAZINE

PISA Test Scores from 2009 (Source OECD 2009)

562 546

542

538 539

541 526

Math Science Reading

554 536

487

South Korea

Singapore

Finland

502 500

United States

Teacher’s Starting Salaries as a Percentage of GDP per capita (Source OECD, Singapore Ministry of Education 2009) 128% 98%

South Korea

Singapore

81%

79%

Finland

United States

of millions of students across the country. Always show appreciation to our nation’s public school teachers and advocate for them. Together, we can elevate the teaching profession and change the face of American education for good.

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