BLACK MALE ACHIEVEMENT FELLOWSHIP http://www.echoinggreen.org/bma-fellowship
The Open Society Foundations and Echoing Green have established a new fellowship program for individuals dedicated to improving the life outcomes of black men and boys in the U.S. It is the first fellowship program of its kind that targets social entrepreneurs who are starting up new and innovative organizations in the field of black male achievement. The BMA Fellowship will include start-up capital and technical assistance over 18 months to help new leaders launch and build their organizations; access to technical support and pro bono partnerships; and a community of like-minded social entrepreneurs and public service leaders. The online application for the Open Society Black Male Achievement Fellowship (BMA Fellowship) will be available on December 5, 2011 and closed on January 9, 2012. It will be awarded to up to eight fellows who are generating new ideas and best practices in the areas of education, family, and work such as initiatives related to fatherhood, mentoring, college preparatory programs, community-building, supportive wage work opportunities, communications, and philanthropic leadership. The BMA Fellowship will run for 18 months beginning July 1, 2012, and will offer: • A stipend of $70,000 • A health insurance stipend • A professional development stipend • Professional and organizational development conferences • A community of like-minded social entrepreneurs and public service leaders, including the Open Society and Echoing Green networks of alumni working all over the world About the Campaign for Black Male Achievement The Open Society Foundations’ Campaign for Black Male Achievement is a multi-issue, cross-fund strategy to address black men and boys’ exclusion from economic, social, educational, and political life in the United States. The campaign responds to a growing body of research that reveals the intensification of black males’ negative life outcomes. It builds on U.S. Programs’ mission to support individuals and organizations that nurture the development of a more democratic, just society, as well as the Open Society Foundations’ expertise and past work to reduce incarceration, promote racial justice, and support youth engagement and leadership development. Application Cycle & Dates Applicants interested in the BMA Fellowship will apply through the Echoing Green Fellowship application, available online December 5, 2011 through January 9, 2012 at 12:00 pm Noon ESTthrough the “Apply Now” page. Application questions in the first phase will be the same for applicants of both Fellowships. 2012 Application Cycle Dates: • December 5, 2011 at 12:00 pm Noon EST: Phase 1 of application opens to all eligible applicants. • January 9, 2012 at 12:00 pm Noon EST: Phase 1 of application closes • Early February 2012: Semifinalists announced and invited to complete expanded application. All applicants notified of results by email. • Late February 2012: Semifinal applications due. • April 2012: Finalists announced. • Late April 2012: BMA Finalist interviews in NYC. Eligibility Fellowships are reserved for individuals who are launching organizations dedicated to Black Male Achievement in the United States. Fellowship projects should align with the Campaign for Black Male Achievement priorities focused on improving the life outcomes of black men and boys in the three core areas of: education, family, and work. Additionally: • Applicants must be 18 years of age or older. • Applicants must have sufficient English fluency to participate in interviews and events. • Organization must be the original idea of the applicant. • Organization must be in a start-up phase. To be considered a start-up, the organization may have been in operation for up to two years, and the Fellowship’s financial support should qualify it as significant early funder. Applicants who have only worked on their organization on a part-time basis or have yet to start the organization are generally considered eligible. • Organization must be independent and autonomous. Organizations cannot be considered independent or autonomous if they are started under the direction of an existing organization. The applicant must be the primary decision maker for the organization’s development and management. Generally, organizations with fiscal sponsors are still considered autonomous. • Applicants must make a full-time commitment (minimum 35 hours per week) to the organization’s development for the duration of the two-year fellowship. It is expected that all selected fellows resign from their current employment to dedicate themselves full-time to their initiatives. Students will not be eligible for their fellowship stipend if their organization is put on hold due to conflicts with their studies. • Partnerships (organizations co-founded and led by two individuals) may apply. Both partners must meet all eligibility requirements and make a full-time commitment of no fewer than 35 hours per week to the development of the organization. • Applicants must be based in the US and have legal status to work in the US. If you are authorized to work in the US, but this status is granted to you through your current employer and you are only authorized to work for that employer, you are not eligible to apply. Note: Organizations may be for-profit or non-profit. The following proposals are not eligible for consideration: • Expansion of an existing organization that is past its start-up phase • Research projects • Lobbying activities • Initiatives that promote adoption of a specific faith or religion. (If your work has a spiritual basis but is not tied to any specific religion or faith, you may be eligible for consideration) Assessment Criteria Applications for the BMA Fellowship are evaluated on several criteria to assess both the strength of the applicants as well as the strength of the idea. Here are the main components of assessment: 1. The Applicant(s): • Purpose / Passion – Applicant exhibits strong passion and commitment for the program area in which they plan to work, as well as personal integrity • Resilience – Applicant has demonstrated ability to overcome obstacles • Leadership – Applicant has demonstrated leadership potential • Ability to Attract Resources – Applicant is a “Resource Magnet,” capable of attracting money, people and other resources to cause 2. The Organization / Idea: • Innovation – Organization is innovative and demonstrates new approach • Importance – Organization addresses serious social problem • Potential for Big, Bold Impact – Organization has clear potential for tangible impact to the beneficiary population and either has potential for effecting systemic change (e.g., policy change, societal change, influence in their field) and/or demonstrates potential for replication and growth • A Good Business Model – Organization has clear and compelling mission and objectives, and has given real thought to program development and delivery, ways to measure success, raising money, and other key factors indicating potential for sustainability. Additionally, the strength of the partnership and the commitment of both individuals to the organization are evaluated for applicants applying as a partnership.

A State-by-State Analysis of Disappearing Teachers of Color Teachers of color are far less likely to be satisfied with their salary and school management

Marjorie Hunt-Bluford works with her fifth-grade students on math problems.

SOURCE: AP/Pat Sullivan

By Ulrich Boser | November 9, 2011

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See also: Increasing Teacher Diversity by Saba Bireda and Robin Chait

At some point over the next 10 to 12 years, the nation’s public school student body will have no one clear racial or ethnic majority. In other words, students of color—students who are not classified as non-Hispanic whites, for purposes of this analysis—will constitute more than half of our primary and secondary students. This demographic trend is already manifest in some of the nation’s most populous states, including California and Texas, where the majority of students are students of color.

But the makeup of the nation’s teacher workforce force has not kept up with these changing demographics. At the national level, students of color make up more than 40 percent of the public school population. In contrast, teachers of color—teachers who are not non-Hispanic white—are only 17 percent of the teaching force.

This is a problem for students, schools, and the public at large. Teachers of color serve as role models for students, giving them a clear and concrete sense of what diversity in education—and in our society—looks like. A recent review of empirical studies also shows that students of color do better on a variety of academic outcomes if they’re taught by teachers of color.

Policymakers are increasingly concerned about the relatively low percentages of teachers of color working in the nation’s schools. So we at the Center for American Progress set out to study this issue, conducting an analysis of the 2008 Schools and Staffing Survey, or SASS, a nationally representative survey of teachers and principals administered every four years by the National Center for Education Statistics.

The 2008 SASS data are the most recent available. We define students and teachers of color as everyone who is not white, including African Americans, Hispanics, Asians, and Native Americans. Here are our main findings.

Almost every state has a large teacher diversity gap

In California, 72 percent of students are of color. In contrast, only about 29 percent of teachers are of color, a gap of more than 43 percentage points. Texas has a similarly large diversity gap. In the Lone Star state, two-thirds of all kids in the school system are students of color, while only about one-third of those teaching them are teachers of color.

Such large differences between the numbers of teachers and students of color are common across the country. More than 20 states have differences of 25 percentage points or more between the diversity of their teacher and student populations.

To evaluate the states on their performance, we calculated a teacher diversity index, ranking states on the percentage point difference between teachers and students of color. So, for instance, Illinois has an index score of 35. To obtain that figure, we subtracted the percentage of teachers of color (11 percent) in Illinois from the percentage of non-white students (46 percent) in the state. For specific breakouts out by state, see Appendix A on page 13.

Alternative route programs help ensure diversity

Most states now have alternative route programs for teacher credentialing, which make it easier for college graduates and mid-career professionals to enter the classroom without conventional teaching preparation. These programs are proving to be successful tools to recruit teachers of color.

In 2008, 27 percent of all African-American teachers and 25 percent of Hispanic teachers came into the classroom through alternative routes. In contrast, only about 11 percent of white teachers were alternatively certified.

Teachers of color are far less likely to be satisfied with their salary and school management

Only 37 percent of African-American teachers and 46 percent of Hispanic teachers were satisfied with their pay. In contrast, 52 percent of white teachers are satisfied with the amount of money that they earn.

Part of the issue is that teachers of color are more likely to teach in public schools in urban, high-poverty communities, which often receive less than their fair share of school dollars. There could be other reasons as well, which are discussed in greater detail below.

Teachers of color also are far less satisfied than white teachers with the way in which their school is run. Only 70 percent of African-American teachers are satisfied with the way that their school is run, 8 percentage points lower than white teachers. Hispanic teachers as well as Asian and Pacific Islander teachers are also less likely than white teachers to say that they liked how their school was run.

What our findings suggest

Our findings suggest that the nation needs a two-pronged approach to improving teacher diversity. We need to expand high-quality recruitment programs, for starters, with some of this being done through the alternative certification programs mentioned above. We also need to do more to improve the professional experience of teachers of color. Our nation has a long way to go when it comes to ensuring a diverse and well-qualified teacher workforce. Solutions will not be easy. It will take hard work, smart policy, and above all, the political will to ensure that the nation has an effective and diverse workforce.

Ulrich Boser is a Senior Fellow at American Progress.

Superintendent Outreach Meeting with Parents/Guardians/Community

WHEN:           Wednesday, December 7, 2011, 5- 7 p.m.

WHERE:        Harold Wilson School

                       Newark, NJ