Aequitas, We will get you there. Volunteer Tutors helping students succeed any time, any age.

A E Q U I T A S

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AEQUITAS

PARSONS SCHOOL OF DESIGN PROFESSOR ROBERT RABINOVITZ INTEGRATIVE RESEARCH AND DEVELOPMENT FALL 2016

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AEQUITAS

D

GLOBAL WARMING, CONSUMPTION, & THE QUALITY OF LIFE

uring a time when global warming is no longer subject to doubt but real-time evidence, humans must be encouraged to question their interactions with Earth.

Throughout a time when the ethics of consumption can’t get any lower, and quality of life continues to grow in its unfair proportions. The world has developed a strong need for conscious behaviors.

In a semester long Research and Development project at Parsons The New School for Design, our team explored and attempted to improve one of the many wicked aspects of modern life - its quality.

Seeing humans as actors of social and cultural change and cities as today’s centers of action, we investigated modern urban realities in search of an opportunity for improvement. While New York is argued to be the richest city in the world, still over 1.8 million new yorkers live in poverty. Our team explored poverty in its numerous dimensions and prompted to deconstruct this rather complex issue into smaller components. The state of public education, especially in the poor neighborhoods, appeared to be alarming.

It is known that access to education is every human’s right but still not reality, even in a metropolis like New York.

This project grew from a strong belief that education is key to conscious behaviors and tools must be accessible to anyone who wants to learn.

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AEQUITAS

TABLE OF CONTENTS

7

Aequitas

55

Case Studies

25

The Issue

69

Personas

29

Problem Statement

85

Precedents

39

Mindmapping

91

Final Prototypes

45

Research

105

49

System Map

107

Stakeholders

Exhibition: Take a Walk in Their Classroom

AEQUITAS

PSDS 3100: INTEGRATIVE RESEARCH AND DEVELOPMENT FALL 2016

AE Q U I TAS

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Founded in 2016, Aequitas is a creative consultancy based in New York City. We are a diverse group of female designers, innovators, and strategists. We aim to support those most in need of empowerment, recognition, and change.

We design for equality.

AEQUITAS

THIS IS US

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MARY

SUZANNA

LINDA

TATE

Coming from a small town outside of Pittsburgh, Pennsylvania the effects of poverty in the public school systems wasn’t something I was exposed to on a daily basis.

After moving to New York and beginning my education at Parsons, I quickly came to the realization of just how fortunate I am. In the hustle and bustle of our everyday lives, we tend to forget about the lives of those around us, but the statistics, stories, and effects of impoverished students are simply unforgettable. Over half the population of all students currently enrolled in our nations public school system live in poverty. As a young woman fortunate enough to be attending college, it is my responsibly to utilize my own skill set and knowledge to make a positive impact, big or small, on the

Strategic Design and Management student interested in design’s potential to encourage conscious and sustainable behaviours. If every crisis is also an opportunity, than the poor state of public education in NYC is another chance to bring in social innovation by connecting people who need support to those who are willing to provide it.

Linda Wu is a third year student in the Design and Management program at Parsons The New School for Design.

Linda is originally from China but moved to the United States when she was 13 years old. She believes things that seems to be irrelevant could be causes of the deterioration of an issue so the best to solve the issue is to find the underlying causes.

Coming from New York and volunteering at the Boys and Girls Club of Harlem I have personally seen the statistic and they’re not pretty. Every child deserves access to an education with some extra help if they need it. So I decided to try and make a difference.

world in which we all live.

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AEQUITAS

“

Equality is not in regarding different things similarly, equality is in regarding different things differently.

Tom Robbins

PSDS 3100: INTEGRATIVE RESEARCH AND DEVELOPMENT FALL 2016

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AEQUITAS

JUSTICE

EQUALITY conformity

fairness support

we

ONE

opportunity

PSDS 3100: INTEGRATIVE RESEARCH AND DEVELOPMENT FALL 2016

IDENTITY collaboration

ABOUT OUR NAME

Aequitas: The latin concept for justice, equality, symmetry, or fairness. It is the origin of the English work “equity.” In Rome, Aequitas either referred to the legal meaning of equity or simply fairness between individuals.

We believe aequitas summarizes what we work to achieve both as a collaborative design firm and as individuals.

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AEQUITAS

DESIGN EXPLORATION

PSDS 3100: INTEGRATIVE RESEARCH AND DEVELOPMENT FALL 2016

Universal Traveler

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AEQUITAS

PROCESS SKETCHES

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AEQUITAS

1

The initial phase of our design process is used to generate ideas and topics; to begin a discussion around a relative and timely issue.

Generate

Next, we envision our topic and consider the implicatiosn of the future. This is where our initial phases of research come into play through personal sketching, group ideation, and quantitative analysis.

2

Envision

Next, we set out to discover the possibilites. What can we do, as a design firm, that will impact our society, our nation, and our globe?

How can we make a difference when designing for an equal and inclusive environment?

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4

Discover

PSDS 3100: INTEGRATIVE RESEARCH AND DEVELOPMENT FALL 2016

In the third phase, we acknowledge our quantitative and qualitative data, and identify areas in need of designed solutions. We re-evaluate our problem statement and define a system that showcases where opportunity spaces exisit.

Acknowledge

Lastly, our design solutions are curated into their final forms. During this phase, we also evaluate our work and refine as needed.

Curate

OUR DESIGN PROCESS

Aequitas’ design process consists of five essential phases; Generate, Envision, Acknowledge, Discover, and Curate. Throughout our process we found that some phases overlap while our design solutions are being created, but these five phases are the most clear steps that summarize the process as a whole. Depending on the project, the time spent on each phase will vary.

In the development of Aequitas we found that most of our time is spent in the Acknowledge and Discover phases. As most design firms would agree, the design process is rarely a linear model, therefore our process situated as a overlapping, un-ending line, that connects each phase.

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AEQUITAS

A PSDS 3100: INTEGRATIVE RESEARCH AND DEVELOPMENT FALL 2016

A E Q U I T A S

A E Q U I T A S

A E Q U I T A S

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AEQUITAS

A E Q U I T A S

A E Q U I T A S

A E Q U I T A S

A E Q U I T A S PSDS 3100: INTEGRATIVE RESEARCH AND DEVELOPMENT FALL 2016

A E Q U I T A S

Our logo was designed with the mage of Lady Justice in mind; holding a scale in her right hand to represent equality. The shapes and designs are an ode to her scale and it’s historic meaning powerful representation.

AEQUITAS: DISCOVER

PSDS 3100: INTEGRATIVE RESEARCH AND DEVELOPMENT FALL 2016

T HE I SS UE

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The overall public school system is to be an equal playing field. This unfortunately is not the case. With a national average of over 50% of public school students coming from low-income or impoverished homes, an equalized standard is not being met. Low income students begin their education at a disadvantage and are not likely to catch up.

The success of young people in our aging society, sets the bar for what the future holds. Success begins with education; from the first day of Pre-K to the moment the graduation caps soar through the air in early Summer, each day counts.

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AEQUITAS: ENVISION

or the first time in fifty years, the majority of public school students in the United States come from low-income or impoverished families. This profound statistic has great implications on the nation, its schools, and most importantly, the students and their ability to succeed. The National Center for Education reports that 51% of students in public schools, prekindergarten through 12th grade, are low-income.

The shift to a majority-poor student population means that in public schools, a growing number of children start kindergarten already trailing their more privileged peers and rarely, if ever, catch up.

PROBLEM STATEMENT

Compared to the national average of 51%, the state of New York comes in at 47%, of which 43% are homeless or use the shelter system.

There exists many initiaves and programs with the end goal of making a positive change in the public school system and the lives of the students who walk in the front door everyday with the effects of poverty trailing along behind them. Efforts such as Michelle Obama’s Reach Higher Initiative, Life, and Wyzant aim to conquer the issue on a national scale.

We want to enable the students of the New York City public school system with tools and resources, in order to create an equal playing field through primary and secondary education.

PSDS 3100: INTEGRATIVE RESEARCH AND DEVELOPMENT FALL 2016

“

No longer can we consider the problems and needs of low income students simply a matter of fairness...

Without improving the educational support that the nation provides its low income students — students with the largest needs and usually the least support- the trends of the last decade will be prologue for a nation not at risk, but a nation in decline…

Steve Suitts, Southern Education Foundation Vice President

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AEQUITAS: ENVISION

PUBLIC SCHOOL: USA

PSDS 3100 INTEGRATIVE RESEARCH AND DEVELOPMENT

Government-supported and free public schools for all began to be established following the American Revolution. By 1910, 72% of all children attended school and by 1930, the number rose to 100% with the exception of children with significant disabilities or medical concerns. In the United States, public education is required from kindergarten through 12th grade.

Public school curricula, budgets, and polcies are set through locally elect school boards, while overall education standards are set by state governments. The United States spends more per student on education than any other country in the world. Funding for schools comes from the state, local, and federal governments.

PUBLIC SCHOOL: NYC

PSDS 3100: INTEGRATIVE RESEARCH AND DEVELOPMENT FALL 2016

Operating under the New York City Department of Education, New York’s school system is the largest in the nation. The schools are managed by mayor appointed chancellor in conjunction with a leadership team. Schools are grouped into districts based on location and borough. There are 30 districts throughout the 5 boroughs of New York City, making up approximately 1,800 institutions.

“

Every child matters, every child is entitled to an opportunity.

We must understand that a child living in poverty is starting a severe disadvantage.

Principal Suany Ramos, PS 118 Manhattan

AEQUITAS: ENVISION

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M IN D MA P P I N G

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WHERE WE STARTED

We began this journey conducting individual research on various local and global topics/issues that grasped our interest. Each of us took to 8.5 x 11 printer paper and began writing, drawing, cutting, collaging, and highlighting. We each produced 20 finalized sketches showcasing statistics, questions, ideas, and our overall thought processes. This is what we came up with...

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AEQUITAS: ENVISION

1. USA Partners- design firm

INITIAL SKETCHES

2. Global Consumption 3. Why Not Smile 4. 5 Dimensions of Quality of Life

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1

2

3

4

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AEQUITAS: ENVISION

1. Student Debt (loans)

INITIAL SKETCHES

2. Student Debt 3. City Schools 4. Public Schools

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2

3

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AEQUITAS: ACKNOWLEDGE

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r esearch

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WHERE WE ENDED UP

Our initial research stage lead us to the realization that poverty has a large impact on many of the topics we explored. We continued our research as a group, diving into the statistics, stories, and previous research in order to paint a picture of what poverty looks like here in New York City where we live and attend school.

We discovered that the majority of our nation’s public school students come from low-income or impoverished homes; creating a undeniable gap between students throughout their primary and secondary education.

Why is this? And who is helping?

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AEQUITAS: ACKNOWLEDGE

1. Poverty in the USA

GROUP SKETCHES

2. Overview of implications 3. Why? How? 4. Wealthy vs. Low-Income Schools

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2

3

4

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AEQUITAS: ACKNOWLEDGE

1,133,963

Enrolled in school for the 2015-16 school year

867,732

Students come from poverty

487,604

NEW YORK’S CHILDREN

*each form represents 50,000 students

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Students are homeless/use the shelter system

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AEQUITAS: ACKNOWLEDGE Professional Career

University Parents

Graduates Grades

School

Funding

Teacher

Government

SYSTEM MAP

Our system map begins by highlighting the immediate areas affected by the issue of low-income students opperating in the current New York City public school system. Branching out, each circle highlighted in red reflects an on-going national issue; the workforce, healthcare, education, and funding. It is evident that the cycle doesn’t end with schools, teachers, or parents.

PSDS 3100: INTEGRATIVE RESEARCH AND DEVELOPMENT FALL 2016

Meals

Stress

Social Skills Health

Nutrition

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AEQUITAS: ACKNOWLEDGE

“

More than 90% of the students attending low-rated, failing schools are minorities or from low-income households.

The State of New York Failing Schools, Govenor Cuomo, 2015

PSDS 3100: INTEGRATIVE RESEARCH AND DEVELOPMENT FALL 2016

FAILING SCHOOLS

According to The New York State of Opportunity and Govenor Cuomo’s 2015 report on New York Failing Schools, there are 91 failing schools within the New York City School District, more than anywhere else in the state. Around 50,000 New York City students are stuck in schools where less than half the students graduate and fewer than 1 in 10 are proficient in either English or math.

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AEQUITAS: ACKNOWLEDGE

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FAILING SCHOOLS *according to Govenor Cuom’s 2015 report

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AEQUITAS: DISCOVER

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Case studie s

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In conducting our research, one of the first things we looked at was, who was doing what, how, why, and if it was making an impact. We found that many of the efforts in theory were beneficial, but the foundations for ‘why’ were distant and inaccessible. The following case studies outline the current outreach initiatives and programs that aim to make a difference in the public school space.

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AEQUITAS: DISCOVER

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AEQUITAS: DISCOVER

REACH HIGHER: Michelle Obama + GOOD

First Lady Michelle Obama, has a lasting impact on students, institutions and our nation.

It becomes evident that if she is tackling an issue, it must be of importance. Therefore her campaign in theory should be a huge success.

- BAD

Without a successful primary and secondary education, are students motivated to prepare or even think about post-secondary education? How are schools recieving these resources?

The Reach Higher Initiative is First Lady Michelle Obama’s national effort to inspire every student to continue their education following high school graduation. The program aims to achieve the President’s ‘North Star’ goal- that by 2020 the US will have the highest proportion of college graduates by inspiring students currently enrolled in public schools to pursue a postsecondary education, regardless of their ethnicity, family history, or societal status. Reach Higher operates on the foundation of 4 big ideas:

1. Understand college affordability 2. Expose students to colleges/career opportunities 3. Encourage academic planning 4. Support school counselors PSDS 3100: INTEGRATIVE RESEARCH AND DEVELOPMENT FALL 2016

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AEQUITAS: DISCOVER

LIFT Communities + GOOD

The model of the program could be organically implemented in the platform Aequitas that comprehensively provides helps and supports towards their members to help them to build their skills and financial developments in order to achieve their long-term goals

- BAD

The limitation of the program is the lack of locations country wide however this is the only way for people to reach them and get help.

Lift is a national non-profit dedicated to helping families break the cycle of poverty. The foundation operates by creating meaningful relationships between low-income parents (members) and volunteers (advocates). Volunteers assist in building strong personal, social, and financial foundations to secure immediate needs and achieve long-term goals. Lift believes that current solutions to poverty such as social services, work in silos, only provide short-term fixes for long-term problems, and have a false assumption that families living in poverty need something different than the rest of the nation. Life believes that in order to achieve stable success, one must have solid foundations in “Personal, Social, and Financial.� They have create a solution that networks individuals together to start building each foundation through money, networks, and encouragement.

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AEQUITAS: DISCOVER

BOYS AND GIRLS CLUB New York + GOOD

Anyone can start a club. One or two individuals who are interested can get others involved and begin the process of developing management, determine cost, and raise funds to develop a Boys and Girls Club for their area.

- BAD

Only 5% of the 4 million young people the Boys and Girl’s Club impacts, are 5 years old and under. One of the largest issues associated with majority poverty public schools in New York, is children are starting Kindergarten/First grade without any prior learning experiences, trips, or extracirricular activities while in their parents care.

The Boys & Girls Clubs exists as spaces for young people to learning grow. Founded in in the 19th century, the goal at the time was to give young boys an alternative to roaming the streets and getting into trouble. Headquartered in Atlanta, BGCA now operates in all 50 states, serving 4.1 million young people through over 4,000 clubs. Each club gives boys and girls a place to go for recreation, learning, and companionship when left with no adult care or supervision. With regards to education, BGCA operates a strategic program, Every Member, Every Year which is designed to partner youth, parents, schools, and community stakeholders to one of three approaches: academic enrichment; targeted dropout prevention; and intensive intervention/case management. The aim of this program branch is to ensure all Club members graduate from high school on time.

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AEQUITAS: DISCOVER

BIG BROTHERS, BIG SISTERS + GOOD

The program has a national presence, impacting millions of children each year. Another great aspect is the overall goal of providing studetns with an older companion and role model. In our research we found students were set back before and during school due to lack of adult interaction.

- BAD

Compared to the number of children in need nationwide, and within each city, it’s hard to as many volunterers as there is students.

Big Brothers Big Sisters is a national volunteer-supported mentoring network that matches adult volunteers (Bigs) and children (Littles), ages 6-18. The goal of the mentoring program is to facilitate relationships with children who do not have always have an adult presence in their life at home. By achieving higher aspirations, positive relationships, avoidance of risky behaviors, and educational success, Big Brothers, Big Sisters aims to create a perfect world where all children succeed in life. The program impacts education by teaching children the importance of hard work, homework, and graduation. By pairing a young child with an older presence, they are able to look up to that individual and learn from their failures and successes.

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AEQUITAS: DISCOVER

XQ: The Super School Project + GOOD

The program introduces students of all walks of life to intelligence and experiences not thought to be offered in primary education before now. Such an education model can allow low-income students to gain back the advantage they lost when starting school.

- BAD

Unfortunately, these programs have only reached a handful of schools so far, none of which are of governmental concern.

In September 2015, the Emerson Collective called on the nation to reimagine the future of high school through its XQ Super School Project. The ambitious initiative challenged teams to envision new education models that foster a combination of IQ (intellectual intelligence), EQ (emotional intelligence), and XQ—a special combination of “agile and flexible intelligence” needed for success in a rapidly changing world. To meet this call to action, UKA Ventures—a nonprofit designed to incubate projects focused on improving education for low income students in the US—assembled a diverse team of New York City educational institutions including KIPP NYC College Prep, Uncommon Schools, Riverdale Country School, and Transcend Education.

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AEQUITAS: DISCOVER

PSDS 3100: INTEGRATIVE RESEARCH AND DEVELOPMENT FALL 2016

PE R SO NAS

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MEET THE STUDENTS

After researching the larger picture, we wanted to take a look at the students themselves. Who are they? Where do they come from? And what is their daily life really like?

This is what we found...

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AEQUITAS: DISCOVER

CHILD DEVELOPMENT & LEARNING PHASES

PSDS 3100: INTEGRATIVE RESEARCH AND DEVELOPMENT FALL 2016

When choosing to develop a concept that revolves around children

Lastly, children agees 14 to 18 begin experiencing more academic

and education before, during, and after schooling, it was important

pressure and influence by peer groups. At this age, they have more

for us to extend our research to understand childhood development

ability for complex thought, are better able to express their feelings

and education. We found that it is crucital to target students based on

through talking, and have a very strong sense of right and wrong.

three different age groups. During the beginning stages of a child’s

Understanding children’s learning styles is also important in developing

development and into their teens, their mental capacity and response to

a successful educational platform for them. Knowing how a child learns

information varies greatly, therefore any possibly soltuion would have to

allows for the reinforcing of the skills that they need to thrive in school.

be flexible in order to successfully reach different markets accordingly.

There are several different types of learning styles; the spatial visual

The first age group is ages 5 to 9. This is the time when a child has

learner, the kinetic learner, the language-oriented learner, and the

begun to develop independence from their families. They understand

logical learner. A spatial visual learner prefers to visualize thingand

how to dress themselves, feed themselves, and have a stronger sense of

responds well to images and examples. A kinetic learner processes

right and wrong. They are beginning to grow and understand their place

knowledge through physical sensations; a student who is highly active

in the world, rapidly increasing their mental skills and have a greater

and not able to sit still long communicating with body language and

ability to describe experiences and talk about thoughts and feelings. The

gestures. A language-oriented learner thinks in words, likes to tell stories

average attention span of a child this age is a 10 to 20 minutes. The next

and jokes and spells words accurately and easily, preferring spoken

age group is ages 10 to 13. This is when it becomes important for the

work to reading. Finally, a logical learner thinks conceptually, likes to

child to have friends, become even more independent from their family

explore patterns and relationships. Logical learners tend to ask detailed

and begin to face more academic challenges at school.

questions and have a strong sense of wonder.

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AEQUITAS: DISCOVER

DAVID Age 8 Queens

David enjoys playing basketball with friends during his afterschool hours (2:40-6pm). He is a kinetic learner, and prefers learning through activites. David’s favorite subject is science. He wants to make an at-home exploding volcano. He hopes to go to the Natural History Museum for the first time over winter break.

PSDS 3100: INTEGRATIVE RESEARCH AND DEVELOPMENT FALL 2016

AEQUITAS: DISCOVER

PSDS 3100: INTEGRATIVE RESEARCH AND DEVELOPMENT FALL 2016

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AEQUITAS: DISCOVER

SOPHIA Age 13 Bronx

Sophia enjoys going to school and socializing with her friends.

She has 2 older and 2 younger brothers at home, so she likes to have girl time when she can. Otherwise, she isn’t very engaged in her learning at school. She is classified as a visual-learner, and prefers learning through images and artistic activities.

PSDS 3100: INTEGRATIVE RESEARCH AND DEVELOPMENT FALL 2016

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AEQUITAS: DISCOVER

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AEQUITAS: DISCOVER

LAUREN Age 17 Brooklyn

Lauren is in her junior year of highschool. She has maintained relatively good grades throughout her schooling, but she is finding it difficult to study for th SAT’s. She is a languageoriented learner. She hopes to get into a good college, but she doesn’t have a place to do research expect for the computers in the school lab. She is a skilled writer and hopes to study English Literature.

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AEQUITAS: DISCOVER

OPPORTUNITY

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prECEDENTS

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AEQUITAS: CURATE

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TUTORING SERVICES

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AEQUITAS: CURATE

REFINERY 29

THE FRANKLIN INSTITUTE

DIMENNA

COOPER HEWITT

29 Rooms

Your Brain

Children’s History Museum

By the People: Designing a Better America

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EXPERIENCE EXHIBITS

AEQUITAS: CURATE

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Final Prototypes

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AEQUITAS: CURATE

PSDS 3100: INTEGRATIVE RESEARCH AND DEVELOPMENT FALL 2016

One of our initial ideas was to develop a website that easily pairs students in need of educational support throughout New York City. We developed a website prototype to visualize how the process would function when intergrated into the lives of students in New York City. We gained inspiration for website function from sites such as Care.com and Hired.com. Volunteer university students and young adults would create a profile, giving a brief overview of their skill set and expertise.

From there, students or parents at any grade level could ‘hire’ a tutor to assist them with various subjects on a set schedule. In the future, we see this website being integrated into public school systems.

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AEQUITAS: CURATE

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AEQUITAS: CURATE

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AEQUITAS: CURATE

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AEQUITAS: CURATE

PSDS 3100: INTEGRATIVE RESEARCH AND DEVELOPMENT FALL 2016

107 | 108

AEQUITAS: CURATE

2017

PSDS 3100: INTEGRATIVE RESEARCH AND DEVELOPMENT FALL 2016

2020

2035

MARKET SATURATION

109 | 110

AEQUITAS: CURATE

TAKE A WALK IN THEIR CLASSROOM

REVENUE STREAMS GRAD

INITIATIVES

EXHIBITION PROFIT STUDENTS

DONATIONS

PARENTS

NYC PUBLIC SCHOOLS

ROBIN HOOD A E Q U I T A S

STAKEHOLDERS WE WILL GET YOU THERE

PSDS 3100: INTEGRATIVE RESEARCH AND DEVELOPMENT FALL 2016

A E Q U I T A S

TAKE A WALK IN THEIR CLASSROOM An Experiential Exhibition

PSDS 3100: INTEGRATIVE RESEARCH AND DEVELOPMENT FALL 2016

113 | 114

AEQUITAS: CURATE

+

LOCATION

Manhattan, New York

SPACE

Warehouse

TARGET AUDIENCE

People who are in New York and want to explore and understand more about a current serious social issue by an interactive and interesting way.

PURPOSE

A E Q U I T A S

To advance the public to understand the disadvantages and issues that low-income student faced everyday and in his/ her further life and also raise the public attention to current situation.

WHY?

Following our research, we noticed that a major issue that limits change to the issue is that people are not aware of how big a population low-income students make up So the best way to get them care is to have them experience a day in the life.

PSDS 3100: INTEGRATIVE RESEARCH AND DEVELOPMENT FALL 2016

WHAT WILL BE INCLUDED

CLASSROOM The actual classroom setting of a public school which located in a low-income district.

It will truly reflect the environment that students faced everyday.

In the classroom, textbooks, stationeries and backpacks will be show in the classroom; at the same time, the lecture of classes will be play through a speaker in the room for visitors to have further understanding.

MAZE (PUZZLING ROOM) This will structured as a maze but with different rooms which represent: education, job, money, householding, and property.

HOW?

We hope to partner with Robin Hood Funds charities. Robin Hood believes that the most effective way to fight poverty is to fund inititatives and people aiming to break the cycle. Robin Hood is one of the wealthiest charities as they are funded by a large percentage of Wall Street. After a charity makes it through the highly selective process and are given a grant from Robin Hood, Robin Hood then coaches them so that they can get the most out of the grant.

115 | 116

AEQUITAS: CURATE

PSDS 3100: INTEGRATIVE RESEARCH AND DEVELOPMENT FALL 2016

MOODBOARD ITERATION

117 | 118

AEQUITAS: CURATE

GOAL

To give the people of New York the facts, the figures, and stories. To provide aid and guidence to students whose education is set back. The success of young people in our aging society, sets the bar for what the future holds. Success begins with education; from the first day of Pre-K to the moment the graduation caps soar through the air in early Summer, each day counts. And we hope to be there, every set of the way.

PSDS 3100: INTEGRATIVE RESEARCH AND DEVELOPMENT FALL 2016

A E Q U I T A S