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17687Black EDNEWS You Can Use- 1 February 1960 Student Sit In Day

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  • S. E. Anderson
    Jan 26, 2014
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      note: jbhe = journal of blacks in higher education

      Black EDSTATS You Can Use:


      Racial Differences in Educational Funding for Doctoral Recipients

      January 17, 2014- jbhe.com

      New data from the National Science Foundation shows significant racial differences in how students support their doctoral education. According to data on students who earned doctoral degrees in 2012, nearly 40 percent of African American doctoral recipients funded their education through their own resources. Only 21.3 percent of Whites funded their doctoral education primarily through their own resources.

      In turn, only 10.9 percent of African American doctoral degree recipients funded their education through teaching assistantships. For Whites, nearly 21 percent had teaching assistantships which were the primary source of their educational funding. Another 24 percent of White doctoral recipients funded their education through research assistantships compared to 13 percent of African American doctoral recipients.

      Race and ethnicity

      Participation in doctoral education by underrepresented minority U.S. citizens and permanent residents is increasing, as evidenced by an 87% increase in the number of doctorates awarded to blacks or African Americans over the past 20 years and a more than doubling of Hispanic or Latino doctorate recipients. Owing to these growth rates, the proportion of doctorates awarded to blacks or African Americans has risen from 4.0% in 1992 to 6.3% in 2012, and the proportion awarded to Hispanics or Latinos has risen from 3.3% in 1992 to 6.5% in 2012. The number of American Indian or Alaska Native doctorate recipients fell to its lowest point of the past 20 years.


      African American Teenager Is the Youngest Qualified Barrister in British History

      January 24, 2014- jbhe.com

      Gabrielle Turnquest of Windemere, Florida, recently passed the Bar Professional Training Course to become a qualified barrister in England and Wales. At the age of 18, she is the youngest person to have reached this milestone in the 600-year history of the training regimen. The average age of people who successfully complete barrister training is 27.

      Two years ago, Turnquest, whose parents are from The Bahamas, was the youngest person to earn a degree at Liberty University in Lynchburg, Virginia. She majored in psychology. A year later she completed law school at the University of Law, which operates campuses in London and five other cities.

      Turnquest hopes to begin a career as a fashion law specialist in the United States. She has enrolled at the Fashion Institute of Design and Merchandising in Los Angeles, California, where she is studying apparel industry management.

      Racism Hides the Fact that School-Based Gun Violence Is NOT a Black Thing:

      There Has Been An Average Of One School Shooting Every Other School Day So Far This Year

      By Adam Peck on January 23, 2014 - http://thinkprogress.org

      Purdue Shooting

      CREDIT: AP

      Last year was supposed to be a year of action to curb gun violence in our schools. But three weeks into the new year, statistics suggest that the problem could actually be worsening.


      Though the sample size is far too small to draw any definitive conclusions, 2014 is off to a deadly start: in the first 14 school days of the year, there have been at least 7 school shootings. For sake of comparison, there were 28 school shootings in all of 2013, according to gun violence prevention group Moms Demand Action.


      Purdue University is the most recent, when a 23 year old teaching assistant fired four shots inside a campus building on Tuesday, killing a 21 year old senior. One day earlier, a student was hospitalized after being shot near the athletic center on the campus of Widener University in Pennsylvania. And last week, there were at least three other school shootings, resulting in the hospitalization of five students between the ages of 12 and 18.

      You Won't Believe How Many School Shootings There Were in 2013

      Photo: AP Photo/Pat Vasquez-Cunningham

      By Anna Culaba, RYOT News
      January 15, 2014 

      Tuesday morning's shooting at Berrendo Middle School in Roswell, NM marked the 30th school shooting in the U.S. since a gunman opened fire inside Sandy Hook Elementary School 13 months ago. Moms Demand Action, a non-partisan group of American moms who are asking legislators, companies and educational institutions to establish common-sense gun reforms, just released this list of the 30 school shootings that have occurred since Sandy Hook:


      Suspect Charged With Murder In SC Campus Shooting

      By Associated Press


      Jan 25, 2014


      ORANGEBURG, S.C. (AP) — A suspect was arrested early Saturday in the fatal shooting of a student outside a dormitory at South Carolina State University, law enforcement officials said.


      Justin Bernard Singleton, 19, of Charleston, was charged with murder in the death of 20-year-old Brandon Robinson (pictured above), the South Carolina Law Enforcement Division said in a news release.


      Singleton was taken into custody in Orangeburg, where the campus is located, and was being held at the Orangeburg-Calhoun Regional Detention Center.

      Robinson died Friday afternoon after he was shot outside Hugine Suites.


      Authorities initially said they were looking for four men who had left campus. Thom Berry, a public information officer for the law enforcement division, declined to say early Saturday whether there was still an active manhunt.


      “Our investigation is continuing,” Berry said in an email to The Associated Press.


      The gunmen left campus before police could catch them, but authorities decided to lock down the campus so they could not return, said University Police Chief Mernard Clarkson said Friday. The lockdown was lifted Friday evening.


      Clarkson said police haven’t figured out what led to the shooting.


      The shooting shocked the entire campus, university President Thomas Elzey said. Grief counselors were being brought in to talk to students and staff.


      “We, again, are extraordinarily sad about this. He was a very nice young man. And it hurts. It hurts us all,” Elzey said.


      Elzey said South Carolina Gov. Nikki Haley offered any help the school needed.


      South Carolina State also was the site of a fatal shooting in 2011, when police said three men met on campus for a drug deal. A student, 22-year-old Jonathan Bailey, was killed.


      Friday’s fatal shooting happened three days after authorities said a Purdue University student shot and stabbed a fellow student to death in a classroom.


      South Carolina State University is a historically black university with about 3,200 students in Orangeburg, about 40 miles south of Columbia.


      Hundreds of students, staff gather at University Center to march, remember Martin Luther King Jr.

      Posted by Catey Traylor on January 21, 2014- cm-life.com
      Pontiac Junior Octavia Carson sings "Lift Every Voice" at the end of the Martin Luther King Jr. Day march Monday. Carson, a member of Sigma Lambda Gamma, attended the march with some of her sorority sisters. (Catherine Traylor | Staff Reporter)

      Pontiac Junior Octavia Carson sings “Lift Every Voice” at the end of the Martin Luther King Jr. Day march Monday. Carson, a member of Sigma Lambda Gamma, attended the march with some of her sorority sisters. (Catherine Traylor | Staff Reporter)


      Snowy weather, icy sidewalks and below-freezing temperatures were no match for hundreds of people during Central Michigan University’s annual Martin Luther King Jr. Day March.


      The march, which began in the Bovee University Center, circled campus and ended with a vigil downtown, aiming to bring awareness and action against racism in America.

      Some CMU students believe the topic of race is a prevalent issue in society today.


      “There’s evidence of racism everywhere,” said Marie Reimers, president of the Student Government Association. “That’s proven just in asking a person of color if they can name a situation in which they’ve experienced racism. The answer is almost always ‘yes.’”


      Reimers referred to recent political and social acts to further explain the presence of racism in the U.S. today.


      “The Supreme Court rolling back the Voting Rights Act, the fact that one of three black men will be incarcerated in their lifetime and voter ID laws are just a few examples,” the Saginaw junior said. “We can see (racism) all over the place, and that’s why it’s so important on days like this to choose to reflect and start fighting (racism) again.”


      Southfield senior Danielle Cook said she sees events such as the march as a step in the right direction.


      “In America, we aren’t a post-racial society,” Cook said. “There’s still disproportionate inequalities between races, but I think we’re getting there. I think we’re on a path. It’s just about people getting together every year, remembering people like Martin Luther King Jr. and what he stood for, and really trying to live that every day.”


      Cook, a member of Sigma Lambda Gamma, a historically Latina-based sorority, said racism can impact anybody and awareness is key.


      “As a black woman at CMU and in 2014, I think it’s really exciting for events like this to be widely publicized at a university,” she said. “It’s a testament to our character that so many people actually show up when they could just take a day off and not do anything.”


      To students who didn’t take the time to acknowledge MLK Jr. Day, Reimers had one thing to say.


      “I would ask you to re-examine history and re-examine your place in history,” she said. “Especially to our white students, to know how significant this day is to our colleagues of color, and the role that it played in history. It’s not just a day that we have off – it’s a day that you need to take the time to reflect on where you are and what your goal of ending racism is.”

      For one CMU student, the march has a deeper meaning.


      “Coming to events like this lets me know that other people appreciate this day. It’s not just a ‘black thing,’” said Sydni Lockhart, a Detroit senior. “It’s something that we can all come together to embrace. Dr. King started the march, but we’re continuing it every day.”


      January 20, 2014- chronicle.com

      Black Men as College Athletes: The Real Win-Loss Record

      Michael Morgenstern for The Chronicle

      By Shaun R. Harper

      Frustrated by the endless grumbling about black men's failures, I have spent much of my career examining how black men get to college and what helps them succeed. We now have hard data, and many of the most effective strategies cost relatively little.

      So I am particularly troubled that major collegiate athletics programs, known for generating significant revenue for their institutions, do not use proven methods to get their black male athletes through baccalaureate-degree programs and prepared for careers beyond professional sports. I am also amazed that these programs continually fail the men whose minds they have promised to develop along with their athletic prowess.

      There's no question that athletics can be a pathway to education that transforms lives. But all too often, black male student-athletes leave college without degrees, and with little in the way of the training they need to succeed in life beyond sports. Recently I heard from a senior athletics administrator who was startled when one of his black former football players served him lunch at a fast-food restaurant. Why should that have surprised him? For what else was the young man prepared once his college sports career ended?

      Only 50 percent of black male athletes graduate within six years from colleges in the seven major NCAA Division I sports conferences, compared with 67 percent of athletes over all, 73 percent of undergraduates, and 56 percent of black undergraduate men. And while black men are underrepresented in the undergraduate population at predominantly white colleges and universities, there is an enormous overrepresentation of them on those revenue-generating Division I sports teams. Their comparatively lower six-year graduation rates warrant a resounding response from college presidents, trustees, and athletics administrators.

      In December the Center for the Study of Race and Equity in Education here at Penn released data detailing the low graduation rates of black male athletes on football teams participating in the 2014 Bowl Championship Series. Sixty percent of the players on the top 25 BCS football teams are black. These programs would seem to be a natural employment opportunity for black men after graduation. However, only 12 percent of coaches and athletic directors at the top 25 BCS colleges are black.

      Of the BCS data, there is perhaps no better example than Florida State University, which defeated Auburn University in the BCS national championship game this month. By all common metrics, it was a successful year for Florida State's football team, highlighted by the selection of the quarterback, Jameis Winston, as the Heisman Trophy winner.

      But will Winston and most of his other black teammates actually graduate from college? Chances are, no. Of all the teams that played in the bowl series, Florida State's has the lowest graduation rate. Sixty-five of the 94 students on the team—69 percent—are black. Based on an analysis of the past four cohorts of black male athletes at Florida State, only 24 of those 65 are predicted to graduate within six years. (For the record, Auburn doesn't do much better at graduating its black male athletes.) And although Winston will very likely go pro, most of his teammates will end their athletics careers when they leave the university.

      And let me dispel the myth that droves of college athletes from powerhouse programs leave early to turn professional. That misconception is often used to explain low graduation rates among black male athletes. However, less than 2 percent of college athletes, regardless of race, are drafted into the NFL or the NBA. Only seven football players, five of them black, from Florida State were drafted in 2011 and 2012 combined, and not all of them left college early for the draft. Auburn has had five players drafted over the past two years, three of whom are white.

      So what can we do? My hope is that with more light shining on the issue, some of these colleges will begin to pay real attention to the future of their black male athletes. With a more serious game plan, they can lead the way for all colleges and universities to score more wins in educating black men.

      In the Penn center's December report, "Black Male Student-Athletes and Racial Inequities in NCAA Division I Revenue-Generating College Sports," Collin D. Williams Jr., Horatio W. Blackman, and I suggest several steps. I summarize a few of them here.

      First, college presidents, trustees, and faculty members must demand transparency and data from athletics departments and offices of institutional research. Reports should include analyses of the racial composition of individual sports teams compared with the overall undergraduate population, as well as of disparities in graduation rates. Presidents must hold themselves, athletic directors, and coaches accountable for narrowing racial gaps documented in those reports.

      Coaches and athletics administrators should pay attention to the course enrollment and selection of majors by their black male athletes, as well as those students' participation in enriching educational experiences, like study-abroad programs and summer internships. Colleges must examine and more fully support postgraduation pathways such as graduate school, employment in the student's major field of study, and recruitment into their own athletics departments.

      Coaches and athletics administrators must also address the "dumb jock" stereotypes that plague black male student-athletes—that they are not there to learn, they have not met admissions standards, they are interested only in professional sports careers. Working with faculty members to raise their consciousness of such stereotypes and of racist assumptions they themselves may possess seems like a necessary first step.

      Additionally, assigning faculty mentors or advocates from outside the athletics department for these student-athletes can be enormously helpful in increasing their academic engagement and their likelihood of graduating.

      All athletics departments in major sports conferences should create task forces focused on racial equity that include professionals within and beyond the department: administrators from academic and student affairs, current and former black male student-athletes, and professors who study race and sports. Coaches and the athletics department should provide a detailed plan for improving the educational outcomes of their athletes. The goal is not only to get them through college but to provide the foundations of productive careers after they graduate.

      Shaun R. Harper is executive director of the Center for the Study of Race and Equity in Education at the University of Pennsylvania's Graduate School of Education.


      January 24, 2014- chronicle.com

      Chapel Hill Researcher's Findings on Athletes' Literacy Bring a Backlash

      By Robin Wilson

      Mary C. Willingham, the North Carolina learning specialist who has sparked controversy with her data about the poor reading skills of college athletes, says her latest work illuminates issues that she has been concerned about her whole life.

      Growing up on the South Side of Chicago, she saw socioeconomic inequities play out right in front of her. Then, after working for years as a reading specialist in the athletics department at the University of North Carolina at Chapel Hill, she says, she began to recognize those same disparities affecting players there.

      Expecting all athletes to handle the high caliber of academic work required at Chapel Hill is about as realistic as expecting her to suit up for a Division I football game, says Ms. Willingham, an instructor in the university's College of Arts and Sciences. "It would be like dropping me off on the football field, giving me a jersey, and telling me to just figure it out."

      Ms. Willingham, who is 52, has been talking about what she sees as the university's poor track record in educating some UNC players since 2010, when the largest academic-­fraud scandal in the university's history broke open.

      Now the whistle­-blower, who filed a grievance against the university last year after it demoted her for those remarks, she says, is in the middle of a new firestorm. This time it is for data she released that show that about 10 percent of the university's football and basketball players whom she studied can't read.

      After Mary C. Willingham, a learning specialist at the
      U. of North Carolina at Chapel Hill, released data showing
      that about 10 percent of the university's football and
      basketball players whom she studied couldn't read, the
      university suspended her work. Other scholars at Chapel
      Hill say that response is likely to have a "chilling effect"
      on any scholarly work that could make the university
      look bad.

      University administrators have harshly criticized her research methods and disagreed with her findings. They have also suspended her work, saying she ran afoul of federal rules requiring that the identities of subjects remain anonymous to researchers. To continue her research, officials have said, she must receive approval from the university's institutional review board.

      CNN used Ms. Willingham's data in an extensive report this month about low levels of academic achievement among college athletes. Of the 183 athletes Ms. Willingham studied at Chapel Hill from 2004 to 2012 who were admitted under special academic standards, 60 percent read between fourth­- and eighth­-grade levels. An additional 8 percent to 10 percent were functionally illiterate, she found.

      At a faculty meeting this month, James W. Dean Jr., the provost, called the research "a travesty," according to news reports. He said four university employees had spent 200 hours dissecting Ms. Willingham's data and found that she had gotten the numbers on athletes' reading levels all wrong.

      In short, Ms. Willingham inappropriately used a simple vocabulary test to assess reading ability and then mistakenly conflated the scores on that test with specific reading grade levels, Mr. Dean said, according to his PowerPoint presentation at the faculty meeting. Those mistakes, he told professors, rendered her findings "nearly meaningless" and were "grossly unfair" to the reputation of the university's athletes.

      Ms. Willingham says the university's critiques are unfounded. "I have been working as a reading specialist for 14 years," she says, "I would never make the mistakes they said I made." 'Chilling Effect'

      Scholars at Chapel Hill say the way the university has responded to Ms. Willingham's research has implications beyond her work. By halting it because of concerns over the anonymity of her subjects, and at the same time criticizing her findings, the university appears to be using the IRB as a tool to thwart her inquiry, say some faculty members.

      "This looks vindictive," says Frank R. Baumgartner, a distinguished professor of political science at Chapel Hill. "It puts the university in a defensive posture, where they could instead be taking the initiative and saying, Let's have a national conversation to find the right balance between athletics and academics."

      Instead, says Mr. Baumgartner, the university's attack on Ms. Willingham's research has a "chilling effect" on any scholarly work that could make the university look bad.

      Daniel K. Nelson, director of the university's office of human-­research ethics, who oversees the institutional review boards, issued a statement saying he had not been pressured by university administrators into requesting that Ms. Willingham seek IRB approval.

      He said it had simply become clear with the release of her research results that identifying details were in fact maintained in her data set. (Ms. Willingham has never publicly identified her research subjects.)

      But Ms. Willingham says that nothing has changed since she sought approval from the review board before her research began, and that review­board officials told her she didn't need it. Since she screened her student subjects over time, she says, she has had to keep track of their identities—something she says the IRB knew all along. 'I'm Stubborn'

      The groundwork for Ms. Willingham's activism on the education of athletes was laid when she was a teenager attending public high school in Chicago. "I have this educational and inequality alertness," she says. "My parents were active in the community to make sure white flight didn't happen" when the first black family moved in across the street.

      She refined her opinions as a remedial­-reading teacher at Chapel Hill High School in the early 2000s, where she saw students from lower socioeconomic backgrounds whom she believes got fewer opportunities than their wealthier counterparts did. "People who can afford it give their kids tutors, enrichment, and after­-school SAT prep," she says. "I saw the gap between students."

      The same kinds of disadvantages were evident, she says, for some of the athletes with whom she began working in 2003 as a learning specialist in the university's athletics department. She worked closely, she says, with most of the 183 students in her study and found that many of them were smart but lacked basic reading and writing skills.

      "We could meet them where they are at academically and get them in shape so they could really get a college degree," she says. Instead, she says, the university simply passes them through by guiding them to the easiest majors and classes. "That's what's been happening their whole lives."

      Those athletes, she says, don't want to go back to their communities after earning a University of North Carolina degree and power­-wash houses, but for some that's exactly what happens.

      With a husband whose income is high enough to support her family, Ms. Willingham says she is perhaps in a good position to challenge the system.

      "I'm stubborn," she says. "I don't like it when people tell me I can't do something."

      Gaining approval from the institutional review board to continue her work could be difficult, she acknowledges, because she must know the identity of her subjects to follow them over time.

      But she won't back down, she says, despite the death threats she says she's received by e­mail since the CNN report, and despite what she calls the "character smear" by the provost at this month's faculty meeting. Ms. Willingham is writing a book with Jay Smith, a historian at Chapel Hill, on the campus's academic­-fraud scandal and what it means for the education of athletes.

      Mr. Smith praises Ms. Willingham and her research, calling her "committed and compassionate in her dealings with students." He likens the university's critique of her work to a "search­-and-­destroy attempt to discredit her."

      Ms. Willingham says her motivations are simple. "Someone," she says, "has to fix this mess."

      16 Yr Old Darrin Manning was Possibly Castrated During a Philly Stop & Frisk Harrassment

      forced to undergo emergency surgery after Philadelphia police officers ruptured his testicles

      Darrin Manning, a 16-year-old Black straight-A student and star athlete in Philadelphia, was with his friends heading to a school basketball game when they were stopped by the police. The police encounter quickly turned violent: Darrin claims that an officer handled him so aggressively that his genitals were injured, forcing him to have emergency surgery and possibly leaving him infertile.1

      Darrin’s shocking mistreatment and assault by police is shameful, yet the Philadelphia District Attorney, R. Seth Williams, is continuing to press charges against Darrin in court.

      This case is catalyzing the Philadelphia community to speak out against the aggressive targeting of Black folks by the police and sparking national media attention, shining a light on the long history of the brutality perpetrated against Black and brown communities by the Philadelphia Police Department.2 If we act quickly and speak out against this injustice, we can make sure the District Attorney feels the pressure to drop the unfair charges against Darrin.

      Please join us in demanding Philadelphia District Attorney R. Seth Williams drop the charges against Darrin and investigate the officers involved. It only takes a moment.

      Darrin and his friends were simply heading to a basketball game when the police decided that they were “suspicious” and tried to stop them, as they do to so many young Black and brown men. The group started running away, but Darrin says he stopped running and tried to comply with police orders because he hadn’t done anything wrong. Then according to Darrin, an officer violently patted him down and “grabbed and squeezed and pulled my private parts and I felt something pop."3

      Darrin’s story points to the ways that constant, baseless street stops subject our communities to police harassment and violence, which can so often turn lethal. Despite a court order to reduce it, Philadelphia continues to use Stop and Frisk at a very high rate,4 meaning countless other young men like Darrin face these invasive stops as part of their daily lives.

      Darrin was the victim here, but he continues to face three misdemeanor charges.5 National outrage over Darrin’s mistreatment is growing, so if we act quickly we can make sure the outrageous charges are dropped and that the officers responsible for this cruel act of violence are held accountable.

      Please demand that the District Attorney drop the charges against Darrin and hold the officers involved accountable. And when you do, please ask your friends and family to do the same.

      Thanks and Peace,

      --Rashad, Matt, Arisha, Aimée, Jamar, and the rest of the ColorOfChange team
         January 24th, 2014

      Help support our work. ColorOfChange.org is powered by YOU—your energy and dollars. We take no money from lobbyists or large corporations that don't share our values, and our tiny staff ensures your contributions go a long way.


      1. “Prosecution of Teen Allegedly Caught in Philly Cop’s Genital Squeeze Called Unfair,” CBS Philly, 01-24-14

      2. "ACLU Says Philadelphia Cops Still Misusing ‘Stop and Frisk’ Procedure," CBS Philly, 03-19-13

      3. "High school student says cops roughed him up for nothing," Philly.com, 01-17-14

      4. "Civil Rights Groups Say Problems Persist With Philadelphia Police Department's Stop-And-Frisk Practices," ACLU Pennsylvania, 03-19-13

      5. "Police begin probe of teenager's arrest”," Philly.com, 01-19-14

      4-Year-Old Brooklyn Boy Leaves School Undetected, Walks Home Alone

      By NewsOne Staff- news one.com

      Jan 25, 2014- Symeir Talley-Jasper, 4, walked out of the doors of his Brooklyn school and walked all the way home without one teacher or school employee noticing that he was gone, reports NBC New York.

      Jasper, who attends PS 59 in Bedford-Stuyvesant (Bed-Stuy), went to the bathroom Friday afternoon at school. When he returned, his classroom was empty.

      Not knowing that his classmates were in the school's auditorium, and not knowing what else to do, Jasper walked the block to his home with no coat in the freezing NYC weather.

      The temperature was 12 degrees, with a wind chill of zero.

      "I'm upset because anything could have happened," said Symeir's infuriated mother Quantasia Jasper. "There's so many different possibilities. There's all these shootings going on, robberies going on. Anyone could have ran into the school while he was running out of the school. Anything could have happened."

      Read more from NBC New York:

      Community advocates called for the employees responsible for the child to be terminated, and asked the school make procedural changes, like taking head counts of students when they are moved to different rooms.

      The school's principal, Dawn Best, sent a letter home to parents Friday stating that "additional steps have been taken to ensure the safety and welfare of the students in our school."

      Jasper's story is particularly terrifying in the wake of the tragic death of Avonte Oquendo.

      As previously reported by NewsOne, Oquendo, 14, was last seen walking out of his Long Island City school on October 4th.

      The entire city of New York mobilized to search for the teen, who was autistic and unable to speak.

      Last week, DNA tests confirmed that human remains found in the East River in Queens were, in fact, Avonte Oquendo.

      "Something has to be done to ensure the safety of our children," said community activist Tony Herbert to CBS New York. "This could have had a much more devastating outcome. There are a lot of scenarios that could have played out here and we are only glad that we are not planning a funeral or have another family suffering through a massive missing person search to find their child because of someone's incompetence in not doing their job.

      "This kid found his way home, thank God, Avonte Oquendo did not find his way home," Herbert said.

      Common Core/Charter Madness Gets Big Boo$t in New Haven

      Charter Network Hires San Francisco Firm To Design The K-8 Public School Of The Future

      by Melissa Bailey | Jan 23, 2014 - newhavenindependent.org


      Melissa Bailey Photo

      Toll (right) with Amistad Parent leader Khadijah Muhammad.

      The company that invented Apple’s computer
      mouse is coming to New Haven to help the
      Achievement First charter network invent
      a new model of K-8 schools.


      Achievement First (AF), a nationally recognized charter-school management organization headquartered in New Haven, has hired the company, IDEO, a high-powered San Francisco-based design firm, to radically reimagine the traditional school model.