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How Women — Especially Moms — Inspire Our Love of Learning

In celebration of Women’s History Month, ACT team members reflected on this question: “What women have had the biggest effect on your educat...

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In celebration of Women’s History Month, ACT team members reflected on this question: “What women have had the biggest effect on your education journey in life, and why?” We’re sharing their stories in a three-part series of blog posts. Read parts one and two.

Stephanie Guillory, director, state government relations 

My mom and my best friend are the women who have had the biggest effect on my education journey. My mom made sure that I was confident and had a love of learning by being very committed to my early childhood education. She made sure that I always had plenty of books that were slightly more advanced than whatever reading level I was at at the time. These books were an exciting challenge for me that I enjoyed conquering. I also remember her making sure we were one of the first families in our neighborhood with a computer. This MS DOS-style computer served only one function that I remember: to play black-and-white educational games in the dining room. At that computer, I learned how to "win games" by identifying the definitions of words like "apathy" and "benevolent" years before learning them at school. The time my mother took to invest in my early childhood education fostered within me a love of reading and a confidence that allowed me to pursue my educational goals.

My best friend in high school — who remains a close friend today — is the reason I took the ACT test. We shared a healthy sense of supportive competition that prevented either of us from leaving the other behind, so when I asked her for which class she was carrying around an ACT prep book, she indignantly responded, "We are taking the ACT on a Saturday!" Naturally, I registered for the ACT and used it as a factor in applying for scholarships. She does not remember this conversation, but I do, and I tell the story often.

Melinda Taylor, principal solutions designer

I would break down the influencers into past and current. My mother and grandmother were significant influences in my past. My mother used education as a way to escape from a difficult childhood and to ensure that she would be independent and able to provide for herself throughout adulthood. She instilled that value in me growing up and made sure I understood that education was the way to shape my world however I wanted to shape it. My grandmother did not go to college as a young woman; rather, she started college after retirement and persevered through her coursework, eventually meeting what would be an insurmountable obstacle: college algebra. She struggled and struggled through her 60s and 70s to pass that course. I even tried to tutor her. She never was able to pass, but she kept trying repeatedly until the point at which it was no longer feasible for her to attend classes. She taught me a lot about perseverance. (Fun fact that they’ve both often remarked on as a point of pride: We all went to the same institution, with my mom and I both graduating at the top of our classes.)

Although I finished my formal education 15 years ago, I continue to learn every day. In reflecting on who has influenced my education journey, I came to realize that every position I've held since finishing graduate school has been offered to me by a woman, and the teams I've been on have been led by women. I've had incredible woman mentors and bosses for my entire career.

Blake Curwen, vice president, sales

My mom, Dr. Kathleen Curwen, had the biggest effect on my education and life journey and is no doubt one of the main reasons I'm at ACT. She was a lifelong educator — a teacher and administrator — and while I never had her for class, she'd often take me to her classroom/laboratory to conduct science experiments that completely captured my imagination and made learning fun. Now retired, she does the same experiments today with my kids.

When I took chemistry in high school, she'd spend countless hours with my best friend and me, teaching us chemical compounds on a whiteboard. She made learning fascinating for me — encouraging me to be a lifelong learner and sharing countless stories of her time as an educator and administrator that heavily influenced my decision to join ACT and support our mission almost 12 years ago. Thanks, Mom! 

Tami Streinz, vice president, sales support

My mother has had the biggest effect on my education journey in life. Her love and support have been instrumental in my success.

She always, always believes in me and my ability to succeed even when I'm not so confident that I will, even when she doesn't fully understand the path before me. She believes in me, and that has made all the difference.

ACT’s American College Application Campaign Honors High Schools Across US With School of Excellence Awards

IOWA CITY, Iowa — The American College Application Campaign (ACAC), a national effort to increase the number of first-generation college st...

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IOWA CITY, Iowa — The American College Application Campaign (ACAC), a national effort to increase the number of first-generation college students and students from low-income families pursuing a college degree or other higher education credential, today announced its 2021 School of Excellence award winners, a group of exemplary schools across the nation that are helping students pursue postsecondary success.

ACAC selected the Schools of Excellence based on their demonstrated commitment to student success and for serving as an exemplary model for their state’s college application campaign. This is the third year that ACAC has recognized outstanding schools.

The 19 winning schools, listed below, were key contributors in helping ACAC reach the following national achievements, as reported by 45 state campaigns on the 2021 annual survey:
  • nearly 5,170 high schools hosted a College Application Campaign event;
  • more than 222,600 seniors submitted at least one college application during events; and
  • roughly 460,600 applications were submitted during 2021 College Application Campaign events.
The winning schools will receive a plaque and be celebrated during virtual ceremonies.

“Congratulations to the 2021 Schools of Excellence, as they are exemplars of commitment to student success,” ACT CEO Janet Godwin said. “These educators, along with American College Application Campaign collaborators nationwide, are doing critical work to help students discover and fulfill their potential, even as the COVID-19 pandemic disrupts a third academic year. Their commitment should compel us all to listen to and learn from these schools and share their successful approaches with other schools and educators, states and districts, and policymakers across the country.”

Each year, ACAC works with designated coordinators in every state and the District of Columbia to host college application events and reach students in their schools and communities, encouraging them to apply to college. Activities to encourage college applications at the 2021 Schools of Excellence included one-on-one mentoring, guest speakers, parents’ nights, and support for pursuing financial aid.

“In the face of so many challenges that students and educators continue to experience, it’s encouraging to see the support from everyone who played a role in making the Schools of Excellence leaders in the college-going effort,” ACAC Director Lisa King said. “Their work encouraging high school seniors to pursue postsecondary education and workforce plans despite ongoing uncertainty due to the pandemic matters because higher education will determine the future of our nation. We’re proud the Schools of Excellence are helping to remove the barriers to postsecondary education access that often drive income inequities.”

Nationally, more than 3.9 million students have been served by ACAC and 6.4 million applications have been submitted since the Campaign began in 2005.


School of Excellence Award Winners



About the American College Application Campaign

The American College Application Campaign® (ACAC), a national initiative of ACT’s Center for Equity in Learning, is designed to increase the number of first-generation college students and students from low-income families who pursue a postsecondary degree. The purpose is to assist high school seniors as they navigate the college application and admissions process and ensure each participating student submits at least one admissions application. https://equityinlearning.act.org/acac/

About ACT

ACT is a mission-driven, nonprofit organization dedicated to helping people achieve education and workplace success. Headquartered in Iowa City, Iowa, ACT is trusted as a national leader in college and career readiness, providing high-quality assessments grounded in over 60 years of research. ACT offers a uniquely integrated set of solutions designed to provide personalized insights that help individuals succeed from elementary school through career. Visit us at www.act.org.

Media Contact

Allie Ciaramella
allie.ciaramella@act.org

ACT Statement on President Biden's Fiscal Year 2023 Budget Request

The administration’s ambitious 2023 budget proposal aims to advance economic prosperity and expand opportunity and outcomes for every stude...

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The administration’s ambitious 2023 budget proposal aims to advance economic prosperity and expand opportunity and outcomes for every student to thrive in the innovation economy. The proposed budget — totaling $88.3 billion in discretionary funding for the Department of Education — is a necessary next step in the recovery of our nation from the COVID-19 pandemic. If enacted, the budget will provide critical investments in systemically underserved communities and underfunded public-school systems.

  • Boldly addressing opportunity and achievement gaps through significant investments in access to a high-quality education for every student, especially those students in high-poverty schools. The budget includes $36.5 billion for Title I, more than doubling the program's funding to help schools provide students in low-income communities more learning opportunities and supports. ACT’s yearly achievement data has consistently shown that students who report taking a recommended core curriculum are more likely to be ready for college or career than those who do not, yet access to a rigorous curriculum may be limited for students from rural areas and under-resourced and low-income communities. High-quality education through rigorous course-taking has profound effects for a student’s college or career opportunities and every student deserves access to a high-quality, rigorous curriculum.
  • Making higher education more inclusive and affordable with an equitable increase of $752 million in funding for historically Black colleges and universities, tribally controlled colleges and universities, minority-serving institutions, and low-resourced institutions, including community colleges. The proposed budget would increase the maximum Pell Grant by $2,175 over the 2021-22 award year, giving millions of low- and middle-income students the opportunity for college or career success. ACT aligns with the administration’s continued efforts to expand federal student aid — a necessary step toward improving student access — including to DACA recipients, and to enhance college affordability and opportunity for America’s students. ACT believes a federal commitment to fully fund GEAR UP and TRIO programs and support programs that enhance students’ academic and non-academic readiness will lead to better student outcomes.
  • Reimagining the high school to postsecondary transition by building multiple pathways to higher education that lead to successful careers. An increase of funding in Career-Connected High Schools and investment for dual enrollment programs will offer more college courses to high school students with little to no out-of-pocket costs, cutting time to completion and improving college and career outcomes for students. ACT is in favor of multiple pathways for successful outcomes for students through funding for work-based learning opportunities, career-related credentials, and college and career-navigation supports by expanding opportunity for many across the high-school-to-career pipeline. A discretionary amount of $20 million for career and technical education state grants, for a total request of $1.4 billion, is important to help students learn about career pathways and attain credentials needed for careers.
  • Supporting students through pandemic response and recovery by meeting the needs of the whole child. ACT has long maintained that mental health supports for students are a priority and that offering comprehensive supports that address the whole learner, including a student’s basic needs, is imperative for students’ education success, especially for students of color and students from low-income backgrounds. Research has shown that when the mental health needs of students are met, positive education outcomes result. ACT believes the $1 billion in proposed investments to increase the number of counselors, nurses, school psychologists, social workers, and other health professionals in schools, along with the $468 million investments in Full-Service Community Schools and partnerships, are critical to ensuring the wholeness of our students and the educators and school employees who support them.
  • Investing in a talented and diverse educator workforce by advancing educator recruitment, retention, and professional learning with an allocation for $350 million toward identifying and scaling models that improve recruitment and retention of staff. States and districts face numerous challenges in new teacher recruitment, and teacher retention has diminished during the pandemic. A diverse teacher pipeline — including special education recruitment that encourages students to teach — is critical to prosperous schools and successful student outcomes. ACT advocates for incentivized training and professional development opportunities for teachers and principals to hone their strategies for engaging the whole learner, a complement to students’ exposure to rigorous academic standards taught by quality teachers.
ACT believes that the administration’s budget proposal will provide transformative education and workforce development funding for all schools, especially those with high poverty rates. This funding is aimed at creating more opportunity and access for all students with a focus on successful student outcomes, community-building, and providing multiple pathways for all learners to success in career or college. We look forward to working alongside the administration and the U.S. Congress to ensure all students are able to achieve education and workplace success.

ACT Team Members Share Stories for Women’s History Month

In celebration of Women’s History Month, ACT team members reflected on this question: “What women have had the biggest effect on your educat...

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In celebration of Women’s History Month, ACT team members reflected on this question: “What women have had the biggest effect on your education journey in life, and why?” We’re sharing their stories in a three-part series of blog posts. Read part one here.

Christina Gordon, senior director, strategic communications

I've been so fortunate to have incredible women to help guide me on my education journey. The first is my mom; she was a teacher, school board member, and guiding force in my education (and still is). She not only pushed me and expected great things from me, but she also modeled what she expected. She always honored her commitments, fought for me (and sometimes with me), and made sure that the potential she knew I had in me was realized.

The other woman who transformed my life was my first and third grade teacher, Marcia Massey. Miss Massey had the privilege of teaching me twice — and helping to discover that I had a learning disability that was holding me back. With tough and caring attention, she (along with my parents) helped get me the services I needed to be successful. And, in third grade, once I had those services, I blossomed — and learned to love reading. It's because of Miss Massey (who gifted me my favorite book, “The Phantom Tollbooth,” for being the most prolific reader in her class that year) that I went on to study English literature in college, and that I work with words today.

I'm forever indebted to these two women who gave me the foundation I needed to be successful, who loved and cared about me and saw something in me that I didn't know was there.

Bob Sanders, director, research

My wife, Kim, has had the biggest effect on my education journey. When we first met and then got married, we were both still in college. I was a retail store manager, working crazy hours and trying to get classes in at the same time. There were many, many times I thought about quitting school and just working. Kim knew better! She graduated before me and encouraged me to stick through it, as she saw a larger picture than I did back then. She was very supportive and a huge inspiration for me to not give up.

Fast forward almost 20 years later, when I went to Kim and told her I wanted to go back to school to pursue my MBA through the Executive MBA Program at the University of Iowa. Our life had changed since we first finished college. We moved from Florida to Iowa, we had two active children and our work-life balance was just crazy. Kim, who is CEO of everything in our household, once again told me to go for it and asked what she could do to help. In those two years, she supported me through a rough schedule, making sure I kept my priorities straight and helping me to not miss any important family activities ... ever!

If not for Kim, I almost certainly would not have finished my college journey while trying to be as good of a husband and father as possible.

Linda J. Guidry, senior account executive and regional strategist

Luckily, I don’t have to look far for women who most affected my education journey; they were the women in my immediate family and community. My network included my fearless mom (business owner and social justice warrior), grandmothers, and a slew of aunties and cousins who nurtured my interests in science and love of reading. These bold women made sure I was ready for college, excelled in college, and had the chops to compete for leadership roles. I started my career in education in my community, became a principal at 29, created and led many departments, met and collaborated with domestic and international educators, and now work for ACT (the best in the industry).

My education journey continues as I build skills and expand my knowledge, hopefully affecting my daughter, nieces, female cousins, and young women along the way.

Katie Featherston, senior director, accessibility

My mother and my aunt are the biggest influences on my education journey. My aunt, a single mother, worked her way from teller to vice president. I had a front row seat to watch her work very hard, taking formal and informal learning opportunities along the way to better herself and the organization that she worked at for 30-plus years.

Her sister, my mom, put in that same hard work on my behalf. She worked tirelessly at her job and outside of it to ensure I had every opportunity in the classroom, scrounging up extra money for "college for kids" and study abroad experiences and then navigating the challenging financial aid process to make sure I could afford to go to undergraduate and law school. I recognize that these opportunities were a gift that not all get to have, and that they are the reason I get to do the work that I love today. I'm grateful for my two role models.

Honoring the Women Who Guided Our Education Journeys

In celebration of Women’s History Month, ACT team members reflected on this question: “What women have had the biggest effect on your educat...

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In celebration of Women’s History Month, ACT team members reflected on this question: “What women have had the biggest effect on your education journey in life, and why?” We’re sharing their stories in a three-part series of blog posts.

Janet Godwin, CEO

Mrs. Garriott, my fifth grade teacher. I was a quiet, shy kid sitting in the back of the class, and Mrs. Garriott noticed me and helped me find my voice.

And my mother, who inspired me to dream big and not take no for an answer.

Andy Taylor, vice president, market segments and product management

I spent the first 10 years of my life living in another country, being educated in a different language than I spoke at home, and although at the time it felt hard, we had an easy and carefree childhood in the arms of sometimes absent but above all else loving parents.

My older — and she would say wiser — sister was the first Taylor to go to university (and to this day we are the only two of many cousins and their children who have). She had always worked hard at school and excelled in most subjects. Many teachers taught us both, and I always felt it was a need to compete that drove me to try and equal or improve on her achievements. As I grew older, I have come to realize that I simply want to be more like her; she is caring, compassionate, intelligent, articulate, and very successful in her field. I have had a few mentors in my life, but she stands above all the rest as the first and most important. As we grow older, I still learn from her every day. The competition is still there, but now it’s competing to be the best brother — something she has taught me along the way, and somewhere I have a lifetime to get better at.

Gladys Recinos, account executive – west

Although we had recently immigrated from Guatemala, my family worked hard to buy a couple of restaurants, and we were homeowners. I didn't see it as a big accomplishment at the time, probably in part because we had recently benefited from immigration reform signed into law by President Reagan in 1986, and I still very much felt like an outsider. My parents were strict, and as the oldest of four, my father saw going to school as an unnecessary investment of time and energy.

It wasn't until many years later, well into my adulthood, that I learned that my mother had spent many hours battling my dad on the topic of letting me go to school. My mother saw how much I enjoyed learning. She would tell stories about how badly I wanted to go to kindergarten when I was 4. As a loving, thoughtful, selfless mother, she would circumvent the routine threats from my well-meaning father to take me out of school. I didn't realize my mother fought for me to pursue what I enjoyed. Neither of my parents went beyond elementary school back home, so I imagine that the concept and act of going to school must have been abstract to them, maybe even scary. I am thankful for my mother's insight, strength, courage, and love.

Jeremy Burrus, senior director, research

My mother had the biggest effect, and I'll tell you why. Sometime in the late '80s, I was a seventh grade student at Andersen Middle School in Omaha, Nebraska. As was the case for many kids my age at the time, I had just gotten my first Nintendo Entertainment System, and was spending most of my waking hours playing Super Mario Bros., Tecmo Bowl, and Ikari Warriors.

One fine spring afternoon, I was sitting in my living room defending myself from evil guerilla warriors when my kind, loving, 4-foot, 11-inch mom entered the house with an unexpected fury (which happens to be the Japanese translation of Ikari). She had just returned from parent-teacher conferences where she learned that I had been getting C-level grades in science class. I had never seen her so angry ... apparently, the time spent on my new video games was taking away from my study time. She threatened to throw away my new Nintendo unless I improved my grades immediately. Needless to say, I was scared straight, and by next parent-teacher conferences, I had improved my science grade from a C to an A. I guess this is a simple story, but the lesson always stuck with me: It's OK to have fun, but take care of the important stuff first, or else mom's coming to get you — and your Nintendo.

Meisha Pon, director, channel operations

When I think about the women in my life who have had the biggest impact on my education journey, several come to mind, each having played a unique role: my mother and aunts, for example, educators who introduced and placed a high value on education in my early life. They instilled the notion that education is the passport to a meaningful and productive future. And my college mentors and sorority sisters, who taught me that education is broader than knowledge gained from a textbook and encompasses lived and shared experiences.

I can't say one effect has been greater than the other, but I am grateful to have the perspectives and influence.

Five Reasons to Celebrate Social and Emotional Learning on #SELday

By: Jonathan Martin, program director, SEL Services Today is International SEL Day ! At ACT, we’re celebrating that fast-rising demand for s...

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By: Jonathan Martin, program director, SEL Services

Today is International SEL Day! At ACT, we’re celebrating that fast-rising demand for social and emotional learning is coming from the field — from the students, parents, teachers, and administrators who are carrying out this learning and teaching every day.

We know this from listening to them, as I regularly do when providing professional services for educators in rural, urban, and suburban districts across the United States. In most cases, what I’m hearing and seeing is backed up by survey data. These educators are eager for resources and supports for providing students with instruction and opportunities to practice and improve skills such as persisting in the face of difficulty, setting ambitious short- and long-term goals, getting along with others, and remaining calm when encountering setbacks.

They know — and they tell me — that teaching and learning these skills isn’t a replacement or substitute for academic learning; rather, this is skill-building to support academic success as well as career and college readiness.

Here are five reasons to celebrate supporting students in the development of social and emotional skills.

  1. Students are asking for it. In one school district with which we work closely, a middle school student leadership group petitioned administrators for more support for students’ emotional well-being and social skill development, arguing that pandemic disruptions had greatly hurt their own growth and they needed these supports. The students designed their own surveys for classmates, finding that they wanted to learn skills for planning for their future, managing anxiety, and boosting their resilience.

    At an elementary school in the same district, students are reporting in their weekly closed-circuit television news-show about how much they appreciate that they are learning to take initiative, make new friends, and manage stress.

  2. Teachers are asking for it for their students. I work with educators in rural, urban, and suburban districts, and in recent years the plea has become more urgent. Teachers say they have to support their students holistically; they can’t teach math and reading if they are aren’t also teaching how to start and finish schoolwork in ways that students feel good about. These skills go hand in hand with the work of schooling, they tell me, and we need more resources to do this well.

    This dovetails with results from the ACT National Curriculum Survey from 2020, where we surveyed  of thousands of educators and more than four-fifths of respondents said it is important to teach students skills such as sustaining effort, getting along with others, and maintaining composure.

  3. Teachers are asking for it for themselves. Teachers regularly tell me that they appreciate opportunities to better teach these skills because they want to use this learning to strengthen their own skill set. Today’s teachers live and work in very challenging and complex circumstances, and they are asking for more support in developing skills such as agency (getting things done), emotional stability under pressure, and effective collaboration with colleagues.

  4. District leaders are asking for it. At ACT, we consistently see growing demand from district leaders for these kinds of supports, and there is abundant evidence that these leaders view supporting the emotional well-being and social skill development of their students and staff as a top priority. A recent RAND Corporation report of district leaders’ concerns found that the top three were the mental health of their students (90%), of their teachers (87%), and of their principals (84%). Another analysis by Georgetown University think tank FutureEd found that about one-third of local education agencies indicated they will use their federal COVID-19 relief money on these kind of programs, with an average per-student spend of nearly $100.

  5. Parents are asking for it. The teachers with whom we work tell us that parents regularly express sincere and heartfelt appreciation for their children’s opportunities to learn how better to manage their feelings, set and strive for goals, and deal with difficult social dynamics. National surveys of parents bear this out; in one large-scale, demographically representative survey, more than four-fifths of parents agreed that schools should "teach students to set goals and work toward them (91%) and understand, express, and control their emotions (82%)."
We all can appreciate that change is best accomplished when it is sought out by those for whom the change is intended, and not imposed against their wishes. In the case of supporting students and educators alike in developing and practicing the critical skills needed for success and well-being each and every day, these are changes that we can be confident are in demand in today’s schools. And that is something to celebrate!

Toward an Era of Equity Without Stigma

  By: Trabian Shorters, CEO, BMe Community In February, hundreds of ACT team members across the organization learned from BMe Community CEO ...

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By: Trabian Shorters, CEO, BMe Community

In February, hundreds of ACT team members across the organization learned from BMe Community CEO Trabian Shorters about Asset-Framing. This cognitive frame holds that by defining people by their aspirations rather than their challenges, we can prime the public to fix the systemic problems that block the achievement of those aspirations. Here, Shorters expands on his presentation and Q&A session with additional thoughts on how organizations and individuals alike can put this equity-focused framing into practice.

I’m often asked, “How can we use Asset-Framing to avoid centering the conversation about racial equity on Black people?” But, it’s never said that bluntly. More often it’s, “How can we use Asset-Framing to appeal to a broader constituency?” Or, “How can we discuss Asset-Framing in a multi-cultural context – beyond the Black community?”

It’s a great question, and as the inventor of Asset-Framing® and a student of applied cognitive, social, and cultural psychology, I find it critically important that we learn to value all members of the human family.

To be most effective at applying Asset-Framing to all people, we must overcome our socially normed yet neurotic fear of Asset-Framing Black people. I use the term neurotic here literally: “a psychological state characterized by excessive anxiety or insecurity, compensated for by various defense mechanisms.”

This common excessive anxiety causes people to compensate for thoughts like “Black Lives Matter” with the defense “all lives matter.” Which, by the way, they do. But still, Black Lives Matter. There is zero harm in admitting it. That statement does not negate the value of all. It merely asserts that you cannot negate the value of Black people.

Similarly, when it comes to Asset-Framing, our impulse to apply it to “the all” before applying Asset-Framing to the Black people who invented it is too often that same defense mechanism disguising itself as a perfectly reasonable assertion that “all lives matter.”

Fortunately, there is a solution.

Asset-Framing is “defining people by their aspirations and contributions before noting their challenges and investing in them for their continued benefit to society.” Here are three tactics for Asset-Framing Black people that work to Asset-Frame any and all people.

Challenge Negative Stereotypes with “Contributions Profiles”

Don’t Asset-Frame off the cuff. Prepare Asset-Framed profiles ahead of time. For example, in my workshops, I typically share an evidence-based, data-driven profile of African Americans that highlights how they lead the nation in military service, entrepreneurship, charitable giving, and as fathers actively engaged in raising their children.

Asset-Framed profiles like these let our brains form fact-based impressions of Black people that are fundamentally fuller than the exclusively negative personas, or stereotypes, that social-impact organizations promote. They are not to negate, erase, or even ignore the negative data. They simply prevent anyone from ignoring the aspirations and contributions of the worthy people at the center of our discussions.

Always use well-known and respected sources for your data. Mine are the U.S. Army, Department of Commerce, W.K. Kellogg Foundation, and Centers for Disease Control and Prevention.

Shift the Focus to Fulfilling Aspirations with “Aspirations Profiles”

The same way that contributions profiles deescalate popular stereotypes, aspiration profiles elevate the conversation from “How do we fix XYZ’s problem” to, “How do we fulfill XYZ’s aspirations?” That’s a game-changing perspective shift.

For instance, my organization BMe Community conducted national focus groups with Black leaders that identified four generally held aspirations of Black Americans throughout history. We summed them up as the Black aspirations to freely Live, Own, Vote, and Excel, which we now call the Agenda for Black L.O.V.E.. Leaders from bank presidents to major foundation leaders and thousands of individuals of all races pledged to support these basic freedoms, and billions of private dollars have already transitioned from solving Black problems to fulfilling Black aspirations.

Center Excellence, Not Whiteness, Then Make Sure Everyone Can Achieve It

This third tactic relates to what John Powell, Stephen Menendian, and Wendy Ake termed “Targeted Universalism.” It basically says that everyone should be able to reach the same positive, desirable goal, and when any identified groups fall short of that goal, resources should be allocated proportionate to their distance from the goal.

This is practical, multicultural, and excellent — so long as you don’t presume a white standard for those goals. In a bygone day, white Americans were in the top five of nearly every material standard. But today, globally, the U.S. ranks 15th in the world in quality of life, 25th in math, science and reading competency, and 46th in life expectancy. In today’s reality, when our universal goals are based on white people, we’re all striving to be about 15th or so in the world. Objectively, that is not a competitive standard.

I’ll conclude with this important reminder. Everyone reading this wants to make the world a better place where everyone has the opportunity and ability to prosper on their own terms. I believe Asset-Framing is an important leadership skill because it lets your brain create fuller and more accurate maps of the people and realities it encounters. Asset-Framing arose from my exploration of how to change culture related to Black people in America. It is disingenuous and self-defeating to seek to apply Asset-Framing to “all people” if you’re unwilling to first apply it to Black people. Those of you who are willing to see Black people for their aspirations and contributions should consider taking BMe’s Black L.O.V.E. Pledge.

If you can’t yet bring yourself to do so, you can still apply these tactics to apply Asset-Framing to all people. I am very hopeful about the future because people like you and me are building it together.

Trabian Shorters is the world’s leading authority on Asset-Framing® and is a New York Times bestselling author, New Pluralist Field Builder, and founding CEO of BMe Community, which is committed to “building more caring and prosperous communities inspired by Black people.”

College Preparation Opportunities Students Want and Need

  By: Lisa King, director, American College Application Campaign Though the pandemic has brought unprecedented challenges to both K-12 and h...

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By: Lisa King, director, American College Application Campaign

Though the pandemic has brought unprecedented challenges to both K-12 and higher education, there are lessons we can learn on the importance of college preparation activities and how students and families experience the college-going process. On Feb. 24, ACT released "College Preparation Opportunities, the Pandemic, and Student Preparedness: Perspectives From Class of 2021 College-Bound ACT Test-Takers," new research that highlights student experiences and provides insight into the types of college preparation activities students engaged in during the pandemic, and how prepared they feel for life after high school. 

In May of last year, ACT surveyed high school seniors who took the ACT test between September 2020 and June 2021. Most college-bound students from the class of 2021 were engaged in college preparation opportunities, but disparities existed in who engaged in those opportunities and the extent of the engagement. As the director of a national college preparation program, I was particularly struck by a few elements.

  • Where there was an increase in exposure to in-person learning, the likelihood of participating in college preparation activities increased.
  • Taking college-credit courses increased the chance of participation in college preparation activities.
  • Students who engaged in college preparation activities showed higher levels of non-academic self-reported preparedness.
  • Engaging in college preparation activities in which students were able to talk with a knowledgeable adult about college was associated with lower levels of financial concerns among students from low-income families.

Unfortunately, not all schools were able to consistently offer college preparation activities to all students. Students told us that 44% of them had been learning mostly or exclusively in person, 36% learned mostly or exclusively online, and 20% had a mix of in-person and online. Additionally, students from low-income families, Hispanic/Latino students, and Asian students were more likely to report higher numbers of college preparation activities that were disrupted by the pandemic.

As we continue to see the effects of the pandemic and other traditional barriers to students navigating the college-going process, this means that college preparation efforts like the American College Application Campaign that empower the college-going process are more important than ever. An initiative of ACT’s Center for Equity in Learning, our campaign has achieved much of its success over the years through the in-person, school-day model with trusted adults including school staff and community volunteers guiding students through the application process. This model eliminates barriers that could otherwise prevent students from completing an application, such as a lack of internet access, afterschool responsibilities, and transportation issues that prevent the student from attending evening or weekend activities, or access to a supportive adult who understands the application.

The research findings show support for coordinated college application efforts at the school and state levels, as application campaign events are providing students with what they need to be successful and feel prepared for the college-going process. But we must be willing to adjust how we reach and serve all students and take the time to understand their concerns.

In the new brief, ACT provides the following recommendations.
  • Provide personalized support based on student concerns: High schools should first collect information about students’ concerns to understand which college preparation activities to provide each year.
  • Ensure students are aware of the available opportunities and their benefits: Once the school understands the unique needs and concerns of their student population, make sure that students of all groups have the same access to college preparation opportunities.
  • Incorporate relevant topics in college preparation opportunities: Students want personalized support on topics beyond the steps for completing a college application or the FAFSA. Student-suggested topics include time management, career navigation, and development of life skills.
  • Provide school-day activities with trusted adults: Students want more engagement opportunities during the school day with trusted adults. Activities like college application completion events give students dedicated time during the school day to ask questions and receive support through a major college-going milestone.
  • Promote equity using virtual college preparation opportunities: We need to build flexibility within our college preparation activities to reach students where they are. This may mean continuing virtual formats while also providing in-person supports.
We know through feedback from ACAC state coordinators that, while schools have mostly returned to in-person learning, many still have restrictions in place for volunteers and large events. But programs are finding ways to work around such limitations, including by offering certain activities on a recurring schedule rather than a one-and-done basis – think office hours for college planning – and being prepared to offer virtual options when shifting health guidelines necessitate a last-minute switch. Schools are also working with students in smaller groups based on their college plans and needs as students are ready. For example, one high school in Pennsylvania gathered 10-12 students who wanted to apply to a specific college to work on their applications while a college admissions representative from that institution was available virtually to answer questions.

The American College Application Campaign is currently working with San Diego State University’s Center for Equity and Postsecondary Attainment through the COVID-19 Enrollment and Persistence Strategy Grant, funded by a grant from The Kresge Foundation, to address both school counseling and college advising practices that are responsive to student needs based on current student and family feedback.

As educators and policymakers, we can and must do better to support all students in the college preparation process. If students do not have access to college preparation activities, they could veer from their college-going path. Now is the time to ensure that students are supported so they don’t become discouraged and find their way to a successful postsecondary and career experience.
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