the hispanic outlook-12 magazine jessica mendoza 07-04-2016

JULY 4, 2016 VOL.2 NUMBER 4

from the publisher of The Hispanic Outlook in

Higher Education Magazine

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JESSICA MENDOZAShattering Sport’s Glass Ceiling

Perspectives of the 2016 Public School Parent Veteran Educator Offers Advice to Teachers and Parents

Last month, the United States experienced its worse terror attack since 9/11 and deadliest mass shooting. American-born Omar Mateen entered the Pulse Nightclub around 2 a.m. on June 12 armed with a pistol and an assault r i f le and opened f ire, ki l l ing 49 and

wounding at least 53.

An event l ike this can be hard for adults to process let alone children and teenagers. Although the school year has ended, we here at OutlooK-12 magazine know that educators are constantly on the look out for tools, lesson plans and ideas to help their students

understand difficult topics.

For this reason, we are sharing the fol lowing lesson plan l inks courtesy of the Anti-Defamation League, which are designed specifically to help children and teenagers in

the aftermath of hate.

The thoughts and prayers of all of us here at OutlooK-12 magazine go out to the victims of the attack in Orlando as well as to their families and friends.

• Lemons: (e lementary school chi ldren) This act iv i ty-based les son involv ing f rui t g ives s tudents a tangib le way to unders tand the connect ion between genera l i z ing and stereotyping. (http://www.adl .org/assets/pdf/educat ion-outreach/Lemons-from-

Empowering-Children.pdf )

• Scapegoating: (middle school chi ldren) This two-part exercise i s designed to help students understand how stereotyping, prejudice, discrimination and scapegoating are

different but also connected. (http://www.adl .org/assets/pdf/educat ion-outreach/Scapegoat ing-from-Empowering-

Children.pdf )

• The Pyramid of Alliance: (senior high school students) Focusing on group discussions and brainstorming, this lesson plan is set up, so students will learn real-world ways to fight bigotry, show support to individuals or causes and build a sense of community. (ht tp : / /www.adl .org/as se t s /pdf/educat ion-outreach/Pyramid-of -Al l i ance-The- f rom-

Empowering-Children.pdf )

For more information, visit http://www.adl.org/education-outreach/curriculum-resources/c/empowering-children-

in-the-aftermath-of-hate.html#.V2HCeK6QSsD

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Olympic Gold Medalist Jessica Mendoza emcee'd the 2015 Sports Travel Awards. Photo Courtesy of Hospitality Newsmaker Alert Services

Parents 2016 Executive Summary | 9

Olympic Gold Medalist Jessica Mendoza Shattering Sport’s Glass CeilingJessica Mendoza’s Advice to Young Female Athletes

Making the GradeVeteran Educator Offers Advice to Teachers and Parents

ROLE MODEL

SCHOOL LIBRARY

STAR PUPILS

SCHOOL NEWSPAPER

MAKING THE GRADE

REPORT CARD

Read Any Good Books Lately?This Month OutlooK-12 Features the Winners and Honorees of This Year’s Pura Belpré Award

Perspectives of the 2016 Public School ParentNew Study Reveals What Keeps Today's Parents Up at Night

North Carolina Middle Schoolers Scuba Dive in The Bay of Pigs Cary Academy’s Scuba Club’s Diving and Cultural Expedition to Cuba

News and TrendsThe Latest Education-related Stories from Across America

CONTENTVOLUME 2, ISSUE 4

6

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Story compiled by Mary Ann Cooper

OLYMPIC GOLD MEDALIST Jessica Mendoza Shattering Sport’s

Glass Ceiling

As the world gathers in the city of Rio de Janeiro, the host city of the Games of the XXXI Olympiad, Out-looK-12 is pleased to pres-ent the inspirational story

of Jessica Mendoza, an outstanding second-generation Mexican Ameri-can whose gold and silver Olympic medals in 2004 and 2008 (respec-tively) laid the groundwork for additional honors and a glass ceil-ing shattering position at the ESPN Network.

Earlier this year, ESPN officially named Jessica Mendoza to the Sun-day Night Baseball team as an ana-

lyst. The announcement was made after a historic 2015 for Mendoza who became the first female analyst for a nationally televised MLB Post-season game on October 6, 2015: AL Wild Card Game on ESPN. A few months prior, she became the first female ESPN MLB game ana-lyst during the August 24, 2015 edi-tion of “Monday Night Baseball.” She appeared on several “Sunday Night Baseball” telecasts during the stretch run of the season. Her groundbreaking 2015 also included the accolade of becoming the first female analyst for a Men’s College World Series telecast.

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One of the most notable softball players in the last decade, Mendoza’s on-field experience has seamlessly translated to television. She joined ESPN in 2007, and in addition to her MLB contributions, she has served as an analyst and a reporter for the Men’s College World Series, the NCAA Women’s College World Series and is also a sideline report-er for college football. She has also contributed content to espn.

Mendoza is a two-time Olym-pian and was a member of the U.S. Women’s National team from 2001-10. Her team took home the Gold Medal in Athens, Greece (2004) and

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the Silver Medal in Beijing, China (2008). She is both a three-time World Champion (2002, 2006, 2010) and World Cup Champion (2006, 2007, 2010), in addition to being a two-time Pan American Gold Medalist (2003, 2007). In 2006, she was named the USA Soft-ball Athlete of the Year and was also recognized in 2008 as the Women’s Sports Foundation Sportswoman of the Year.

Mendoza was a four-time first team All-American while playing outfield at Stanford University. She led the Cardinals to their first ever Women’s College World Series

Appearance and finished her college career with school records that are still held today in: batting average (.475), hits (.94), stolen bases (31), runs (71) and career home runs (50). She was a three-time Stanford Female Athlete of the Year and a First Team Academic All-American in 2002.

Mendoza graduated with a Bachelor of Arts degree in Ameri-can Studies in 2002 and a Masters in Social Sciences in Education in 2003. She is originally from Camarillo, California.

Prior to her work with ESPN, Mendoza was a field reporter for

Yahoo! Sports at the 2010 Winter Olympic Games and also served as the lead college softball analyst on FOX Sports.

In April of this year, Mendoza was selected to receive the 2016 Guiding Woman in Sport Award by SHAPE America – Society of Health and Physical Educators. Established in 1987, the award is given in recognition of extraordi-nary service, leadership and com-mitment to girls and women in sport.

In presenting this award, SHAPE America called Mendoza a courageous and tireless advocate,

Omaha, NE - June 13, 2015 - TD Ameritrade Park Omaha: Jessica Mendoza during the 2015 College World Series

www.k12hispanicoutlook.com K

Bronx, NY - October 6, 2015 - Yankee Stadium: Aaron Boone and Jessica Mendoza prior to the 2015 American League Wild Card Game

epitomizing the central tenets of the Guiding Woman in Sport Award. The long list of previous distin-guished recipients include: Julie Foudy, Nancy Hogshead, Billie Jean King, Diana Nyad, Robin Roberts and C. Vivian Stringer. Prior to the luncheon, Dr. Darlene Kluka, dean of the School of Human Perfor-mance and Leisure Sciences at Barry University, will deliver the annual Rachel Bryant Lecture.

In presenting the award SHAPE America President Stephen C. Jef-feries of Central Washington Uni-versity said, “SHAPE America is thrilled to honor Jessica for her lifelong commitment to access and equality in athletics. Jessica advocat-ed for girls and women in sport as the president of the Women’s Sports Foundation and is continuing to open doors for females now as a pioneer in sports broadcasting.”

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As she told Aimee Crawford from ESPNHS during Hispanic Heritage month in 2011, there are unique challenges Hispanic female athletes face, and she encourages girls to spend their time trying to stand out rather than trying to fit in.

“When I speak to groups in predominantly Hispanic areas I find that there are still a lot of tra-ditional cultural roles for females — a lot of pressure for young girls to be around the family, help with siblings, help with meals, be kind of the rock of the household rather than doing extracurricular activities like sports. But it’s definitely chang-ing, and I’m an example of that,” Mendoza explained. “My dad was extremely supportive of me play-ing sports and going to college. My main goal when I talk to groups is to educate families on the physical and mental health benefits that play-

Mendoza’s penchant

for helping young

women achieve

their dreams is a

recurring theme in

her personal and

professional life.

8 · July 4, 2016

ing sports provide young girls. It’s not just about going out there and having fun. That’s a part of playing sports, but a big chunk of it is all the other things that sports give you to help you become a much more whole, better person.”

Mendoza’s penchant for helping young women achieve their dreams is a recurring theme in her person-al and professional life. In 2009, she participated in Liberty Mutual Insurance’s Play Positive™ Pledge, an opportunity for youth sports teams and organizations to earn $2,500 for pledging their commit-ment to sportsmanship. In one of six videos in which she appeared for Play Positive, Mendoza credits her parents’ support as contributing to her success. “During my youth soft-ball experience my parents played a critical role in supporting me emo-tionally,” she said. “They were there in both ways. My father was one of the ones who just kept pushing me. I might have had a great game, but he was also there to remind me that there was more to playing than just today, whereas my mom was there emotionally just to be so positive and be so supportive. Between the two they were the perfect balance allowing me to have my game, but also the heart as well.”

The bottom line for women ath-letes, according to Mendoza, is not to reject their individuality. As she also told Crawford from ESPNHS, “My message is to worry less about trying to fit in and to concentrate more on standing out. Embrace the fact that you are different, that your differences are what’s going to make you great and your true friends are the ones who are going to love you for those differences.” •

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Jessica Mendoza’s story might not have been possible without a stat-

ute that was passed in 1972 which has come to be known as Title IX which states that:

In 2012, President Obama wrote an opinion piece for Newsweek to com-memorate the 40th anniversary of the Title IX statute, which he called a “great accomplishment” not only for women but for America. The full text of his op-ed is printed below:

“Coaching my daughter Sasha’s basketball team is one of those times when I just get to be ‘Dad.’ I snag rebounds, run drills and have a little fun. More importantly, I get to watch Sasha and her teammates improve together, start thinking like a team and develop self-confidence.

“Any parent knows there are few things more fulfilling than watching your child discover a passion for some-thing. And as a parent, you’ll do any-thing to make sure he or she grows up believing she can take that ambition as far as she wants; that your child will embrace that quintessentially American idea that she can go as far as her talents will take her.

“But it wasn’t so long ago that something like pursuing varsity sports

was an unlikely dream for young wom-en in America. Their teams often made do with second-rate facilities, hand-me-down uniforms and next to no funding.

“What changed? Well, 40 years ago, committed women from around the country, driven by everyone who said they couldn’t do something, worked with Congress to ban gender discrimination in our public schools. Title IX was the result of their efforts, and this week, we celebrated its 40th anniversary—40 years of ensuring equal education in and out of the class-room regardless of gender.

“I was reminded of this milestone last month when I awarded the Presi-dential Medal of Freedom to Pat Sum-mitt. When she started out as a basket-ball coach, Pat drove the team van to away games. She washed the uniforms in her own washing machine. One night, she and her team even camped out in an opponent’s gym because they had no funding for a hotel. But she and her players kept their chins up and their heads in the game. And in 38 years at the University of Tennessee, Pat won eight national championships and tallied more than 1,000 wins—the most by any college coach, man or woman. More important, every single woman who ever played for Pat has either graduated or is on her way to a degree.

“Today, thanks in no small part to the confidence and determination they developed through competitive sports and the work ethic they learned with their teammates, girls who play sports are more likely to excel in school. In fact, more women as a whole now

graduate from college than men. This is a great accomplishment—not just for one sport or one college or even just for women but for America. And this is what Title IX is all about.

“Let’s not forget, Title IX isn’t just about sports. From addressing inequal-ity in math and science education to preventing sexual assault on campus to fairly funding athletic programs, Title IX ensures equality for our young people in every aspect of their educa-tion. It’s a springboard for success: it’s thanks in part to legislation like Title IX that more women graduate from college prepared to work in a much broader range of fields, including engi-neering and technology. I’ve said that women will shape the destiny of this country, and I mean it. The more con-fident, empowered women who enter our boardrooms and courtrooms, leg-islatures, and hospitals, the stronger we become as a country.

“And that is what we are seeing today. Women are not just taking a seat at the table or sitting at the head of it; they are creating success on their own terms. The women who grew up with Title IX now pioneer scientific break-throughs, run thriving businesses, gov-ern states and, yes, coach varsity teams. Because they do, today’s young women grow up hearing fewer voices that tell them ‘You can’t’ and more voices that tell them ‘You can.’

“We have come so far. But there’s so much farther we can go. There are always more barriers we can break and more progress we can make. As presi-dent, I’ll do my part to keep Title IX strong and vibrant and maintain our schools as doorways of opportunity so every child has a fair shot at success. And as a dad, I’ll do whatever it takes to make sure that this country remains the place where, no matter who you are or what you look like, you can make it if you try.” •

Title IX Op-ed by President Obama Making Women Athletes Success Stories Possible

“No person in the United States shall, on the basis of sex, be excluded from participation

in, be denied the benefits of, or be subjected to discrimination under any education program

or activity receiving Federal financial assistance.”

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NBC SPORTS GROUP, PRNEWS WIRE COVER Portrait of Dan Shulman, Jessica Mendoza and Aaron Boone


Jessica Mendoza’s Advice to Young Female Athletes

Be Confident and Stand Out

“Growing up I played every sport under the sun, and softball

was the one that really stood out even though it was my worst sport. There are pictures and videos of me; it's really comical. The ball would just go through my legs; I'd be trying to field ground balls, and my legs were going all over the place. I had these scrawny little legs, so making it to first base was an accom-plishment. I'd strike out in tee ball, and the ball wasn't going anywhere. But as a young softball player, I had found something that I was passionate about. The one constant was I had this huge grin on my face. I loved it; all I thought about was playing. No one knew that I was going to be an Olympian and do all these good things.

“I think you need to find some-thing that you're passionate about. Then you have to ask yourself how are you going to stand out. I realized that I was different from everyone, but I was afraid to be who I was until I heard Dot Richardson speak. Dot Richardson is a two-time Olympic gold medalist that got the game winning homerun and who went on to University of Louisville and became an Orthopedic Surgeon. She spoke at my nationals, but the girls there were trying to tear her down say-ing, ‘eww she's wearing a scrunchy’ and just ripping her to shreds. But she was my idol, and I had a poster of her on my

wall growing up. The person on stage was the person that I wanted to be. She was smart, athletic and not afraid to be the person that she was.

“I had a goal in life, and if I lost friends, that was ok because I wasn't like them and who I was wasn't like them. I had to stop being afraid to stand out. If you’re saying that you want to go to college, don't be afraid. And listen to mom and dad. They actually know what they’re talking about. I have two kids of my own, and I'm still listening to my parents. I call them up too just for advice on life, and they still know what they’re doing. I wouldn't be here without them. So don't forget to thank them. There were a lot of days that I for-got to thank them. There were summers in the middle of August where I was still the girl with the ball going through my legs, and we would travel all across the country not doing it because they thought I was going to become some Olympian but because they could see that I was so passionate about it.

“Also, remember to be confident with the person that you are – quiet or loud with big legs or scrawny arms – and realize maybe you’re built differ-ently than all the people you see on TV, but you should be thankful that this is the body that you were given, and you are going to rock it and be proud of it.” •

Jessica Mendoza has made it her mission to use her personal experiences to encour-

age other female athletes to pursue their dreams. Her commitment to this cause

is clearly demonstrated below in these excerpts from a speech she delivered at the

National Softball Association World Series in Ventura, California, July 24, 2013.

12 · July 4, 2016

2016 Rio Olympic Games and Paralympic Games

Mascots Embody Brazil

When it was announced back in October of 2009 that Rio

would be hosting the 2016 Olym-pic games, the joy felt across Brazil created two remarkable creatures.

At least that’s the official back-story for the Rio 2016 Olympic Games and Paralympic Games’ mascots—Vinicius and Tom.

Creative origins aside, however, the pair are very much connected to Brazil’s ecology and culture.

Their names, which were decid-ed by popular vote, are in honor of Brazilian musicians Vinicius de Moraes and Tom Jobim who helped create Bossa Nova and together wrote “The Girl from Ipanema.”

Vinicius, the yellow-furred Rio 2016 Olympic Games mascot, is a

combination of different animals common to Brazil including cats, monkeys and birds. Friendly and athletic with limbs that can stretch to impossible lengths, he lives in the Tijuca Forest and is best friends with the Rio 2016 Paralympic Games mascot, Tom.

A fusion of the plant life found in the Brazilian forests, Tom, like his friend Vinicius, is also athletic and upbeat. Smart and creative, Tom is a determined problem solv-er that can pull any object he might need out of the leaves on his head. He also loves all styles of Brazilian music especially the samba.

Beyond their names and designs, Vinicius and Tom also reflect Brazilian culture through

their cartoon series. According to the 2016 Rio Olympics official website, “Vinicius e Tom - Diver-tidos por Natureza” (“Vinicius and Tom - Fun by Nature”) is current-ly airing on Cartoon Network in Brazil and features the mascots’ adventures throughout Brazil along with their friends the Irmas Cari-ocas (Carioca Sisters). So named because “carioca” means a native or resident of Rio de Janiero, the three sisters, Bela (beauty); Sol (sun); and Vida (life), specifically represent Rio and its people.

To learn more about Vinicius and Tom visit www.rio2016.com/mas-cots/#!home •

(left to right) Vinicius, the Rio 2016 Olympic Games mascot, and Tom, the Rio 2016 Paralympic Games mascot, hold their Brazilian ID cards after their names were chosen by popular vote.


In honor of our sports issue and this month’s Role Model, Olympic Gold Medalist Jessica Mendoza, we here at OutlooK-12 are proud to present the following children’s books all written by noteworthy athletes.

“Super Oscar” by Oscar De La Hoya and Mark Shulman

Translated by Andrea MontejoPublisher: Simon & Schuster Books for Young Readers

ISBN-13: 978-1416906124

It’s Oscar’s job to tell everyone what to bring to the neighborhood picnic. But the young daydreamer forgot to hand out the lists, so unless he acts fast, there won’t be any food or games! The future boxing champ uses his

determination, some lightning-fast moves and a lot of fancy footwork—including sprinting over avocados to make guacamole and whipping cream by jumping rope—to prepare for the picnic and save the day! Told in both English and Spanish, “Super Oscar” also features exercise tips and fitness advice from the Olympic gold medal winner himself.

14 · July 4, 2016

“The Contract”by Derek Jeter

Contributor: Paul MantellPublisher: Simon & Schuster/Paula Wiseman Books

ISBN-13: 978-1481423137

As a young boy, Derek Jeter dreams of being the shortstop for the New York Yankees and playing in the World Series. So when he is chosen for the Little League Tigers, he

hopes to play shortstop. But on the day of the assignments, he starts at second base. Still, he tries his best while he wishes and dreams of that shortstop spot. And to help him stay focused on school, his parents make him a contract: keep up the grades or no baseball. Inspired by his childhood, “The Contract” is the first book in Derek Jeter’s middle grade baseball series.

“How to Train with a T. Rex and Win 8 Gold Medals”by Michael Phelps and Alan Abrahamson

Publisher: Simon & Schuster Books for Young ReadersISBN-13: 978-1416986690

What does it take to win eight gold medals? According to Olympic swimmer Michael Phelps, it took a great deal of hard work to bring home the gold in

the 2008 Summer Olympics in Beijing. Phelps explains that he needed to eat around 10,000 calories a day, which would be like eating 912 pizzas. Over his six years of training, he swam 12,480 miles, which is the same distance as running around a baseball diamond 183,040 times. Throughout his book, Phelps talks about the facts of training to be a champion but in fun, visual ways that children will understand and enjoy.

“Dream Big, Little Pig”by Kristi Yamagochi

Publisher: Sourcebooks JabberwockyISBN-13: 978-1402252754

“Follow your Dreams!” “You go, Girl!” “Dream Big, pig!” Poppy is a waddling, toddling pig with big dreams. She wants to be a star! But she soon discovers that’s not as

easy as it sounds. It’s only when Poppy feels the magic of gliding and sliding, swirling and twirling on ice that this most persistent pig truly believes in herself: Poppy, star of the rink! Olympic figure skating champion Kristi Yamaguchi’s motto “Always Dream” contributed to her success on and off the ice and is one that she aspires to instill in the hearts of children.

“Winners Never Quit!” by Mia Hamm

Publisher: HarperCollinsISBN-13: 978-0439849302

Little Mia loves playing soccer. That is, until she has trouble scoring a goal when her team is about to lose. But she has a simple solution: before she can lose, she quits. Fed up with

her attitude, Mia’s brothers and sisters will not let her play with them anymore. More than anyone, soccer superstar Mia Hamm, American soccer champion and best–selling author of “Go for the Goal,” knows the value of teamwork and perseverance. Here she tells a true–life–inspired story of learning that winning and losing aren't as important as being part of a team.


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Q: I’m a librarian at a small elementary school. Every week, classes come down one grade at a time to borrow books from my library. A few weeks ago, I noticed that one of the books came back with obscene words and drawings scribbled all over its pages. I immediately went to the teacher, and together we confronted the student who took the book out, but she swore that she didn’t write or draw in the book. Since then, more books have come back scrawled in, but I have a theory what is going on. I’m no Sherlock Holmes, but all the scrawls are in the same color pen and in the same handwriting. I think one child is ruining everyone else’s books as a joke, and I think I know which child it is. But although this is an educated guess, it is just a guess. What should I do from here?

A: The game is a foot (as Sherlock would say). It sounds like you are dealing with a simple mystery, however a school is not a police station or court of law. One does not have to prove a point of view beyond a reasonable doubt. With a that said, no one wants to make an accusation and be wrong especially when the one being accused is a child. My suggestion is to compare a handwritten assignment by the student that you suspect with the words written in the library books. Ideally, see if the student wrote the same words in both their handwritten assignments and in your ruined books. Obviously, the student would not have used obscene words in their assignments, but other more common words such as “the” or “is” may have been used in both places. But even the obscene words can be useful in your investigation if you break them down into their individual let-ters. Does both the student and the vandal write their “a’s” in the same way, for example. By doing this, you can verify your suspicions. Also, keep in mind that privately confronting the student about their actions should be enough to stop them from continuing to ruin library books. Often when a student is confronted with probable realities, that individual backs off and ceases undesirable be-havior. Unfortunately, there is always a chance that even if you have identified the correct student and stopped them from writing and drawing in li-brary books, that student may move on to anoth-er type of inappropriate behavior. For this reason I recommend involving your school’s guidance counselor. Counselors serve as a neutral party that are most able to remedy this impasse. I also recommend using your position as the librarian to talk to all the classes about this form of vandalism and seek each student as an ally to prevent more books from being ruined.

Q: I am a high school guidance counsel-or, and I’ve finally met a student who is a real challenge. This student is a freshman and loves to protest everything. She pro-tested us not serving an alternative form of milk (such as soy milk) in the cafeteria claiming the school was not sensitive to lactose intolerant students (and she is not lactose intolerant). She protested three articles in the school newspaper about the football team (she claims us glorify-ing the sport also glorifies “brutality” and “concussions”). She even protested when the secretary posted the honor roll list on a bulletin board with a blue background because she said using the color blue is “pro man” and “anti woman.” She also has a blog where she constantly trashes the school. And if we try to reason with her (such as telling her that soy milk is too expensive for the school’s budget), she just digs in her heels and twists around whatever we say to trash the school more in her blog. None of us on staff think we can take three more years of this student, and everyone is look to me for the answer. What should I do?

A: Educators are frequently required to turn lemons into lemonade. Since this freshman student’s thoughts are already being con-veyed in her blog, there is little to be gained by criticizing her for her words. I strong-ly suggest that you encourage her to join the staff of the school’s newspaper that way she can still be read, but different and even opposing points of view from hers can be presented. In short, a point and counter-point section of the school paper can air many thoughts and give the students at your school a lesson in fair and balanced journalism. Instead of fearing the words of a teenager, let the teenager grow in her “journalism experience.” Blogs like the one you are describing are often the products of individuals who feel that they have no other means to express their ideas. By giving this student a way to express herself outside of her blog, you may find that her blog will not have the level of venom it has now and that you might even inspire a career path for her. Finally, it is not unreasonable that some of this student’s views have some merit. For the most part her fellow students will be the ultimate judges of her column.

Q: I’m a high school sophomore, and I’m sorry, Mr. Cooper, but I have a bad guidance counsel-or. I know you’re one, and you probably don’t like hearing this, but, please, let me tell you what happened. I was supposed to meet with him about my plans for college and career and things like that. So I went in, and he wouldn’t even look up from his computer at me, got my name totally wrong twice and really wasn’t listening to me. I asked him questions, and I always had to repeat them. Then I told him that I think I want to be a newspaper reporter, and he just rolled his eyes and then didn’t give me any suggestions about colleges or classes to take now or anything. All he said was I should write for the school newspaper even though I had just told him that already do that. Then he just dismissed me. My school has two guidance counselors, and I want to go to the principal and ask if I can have the other one, but I’m scared. What if the principal says “no,” and my guidance counselor finds out I complained about him?

A: Most schools divide the student body arbitrarily (one of the most common being alphabetically). In my experience guidance counselors are amongst the best at their jobs in the field of education. Sadly, however, most have very large workloads and have relatively brief time to communicate with their counselees. You sound like someone who has a healthy respect for adults in authority and are respectful of the feelings of others. These are good qualities, but at the same time you must not become intimidated to express when some-thing is troubling you. If you want to minimize the chances of being misinterpreted as confron-tational, there is a simple trick: use “I statements” instead of “you statements.” For example, rather than saying “you didn’t pay attention to me during our last counseling session, and you gave me bad advice” try instead “I am concerned about how our last counseling session went, and I would like to talk to you about it.” If you in a respectful way express your feelings and why you feel the way you do, most of the time people will be willing to meet you half way. So the first thing I would do is make an appointment with your current counselor and explain your concerns. If afterwards you are still dissatisfied, request the procedure to have the other guidance counselor. Majority of the time most counselors will be willing to “punt,” and you will be reassigned. If you are still not pleased with the results, then seek an audience with an adminis-trator. To paraphrase an old expression, “the noisy (but polite) wheel gets the most grease.” I’m sure your school will address your needs rather quickly.

MAKING THE GRADE

IT'S USEFUL AT TIMES TO HAVE A FRESH PERSPECTIVE TO “MAKE THE GRADE.” WITH THIS IN MIND WE HERE AT OUTLOOK-12 HAVE CREATED A SPECIAL COLUMN WHERE YOU, OUR READERS, CAN WRITE TO US WITH YOUR PERSONAL AND PROFESSIONAL QUESTIONS AND GET PERSPECTIVE AND INSIGHTS FROM OUR RESIDENT AWARD-WINNING EDUCATION VETERAN AND CONTRIBUTING COLUMNIST GARY COOPER. AN EDUCATOR FOR MORE THAN 45 YEARS, GARY HAS TAUGHT STUDENTS FROM NURSERY SCHOOL TO COLLEGE AND IS ALSO A GUIDANCE COUNSELOR.

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North Carolina Middle Schoolers Scuba Dive in Cuba’s

“The Bay of Pigs”

CARY, NORTH CAROLI-NA, USA -- Inspired by Fabien Cousteau’s remarks in April 2015 at North Carolina State University, Scuba Club leadership at

Cary Academy decided to go for the seemingly impossible and plan a diving and cultural expedition to Cuba. Cousteau, a grandson of the late Jacques Cousteau, stated that Cuba has some of the most beautiful dive sites in the world.

Almost a year after Cous-teau’s appearance, eight students from Cary Academy’s Scuba Club returned from a nine-day cultural and educational spring break in Cuba. The students traveled over 1,200 kilometers/745.6454 miles visiting Havana, Playa Girón, Trinidad, Santa Clara and a num-ber of communities in the Cuban countryside.

In Playa Girón, the divers explored the reef system five times

over a two-day period in the large body of water commonly known as “The Bay of Pigs.”

“I had no idea how healthy and beautiful the reef systems were in Cuba. The diving is up there with some of the most impressive reef diving on the planet,” said Brad Butler, PADI Course Director and Scuba Club instructor. “As citizens of the United States, we just don’t see that information in our media and travel guides.”

Diving in Playa Giron, The Bay of Pigs

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STAR PUPILS

“The reef system in Playa Girón starts in about 15 feet of water and gradually slopes down to 40 to 50 feet. Then you see a sheer wall. It is absolutely incred-ible,” Butler said. “You can dive as deep as you safely want to and never see the bottom of that wall. The wall is covered with a wide variety of marine life. There are hard corals, soft corals, spong-es and all the fish that create the eco-system there including lob-

ster, moray eels, seahorses, even large grouper.”

Cary Academy sophomore, Chapman Fitzgerald agrees. “One thing I found fascinating was how the whole island is on a wall. The wall just comes out of nowhere, is incredibly deep, and you find your-self looking into a massive abyss.”

In Trinidad, the staff of Edu-ardo Garcia Middle School wel-comed American students to meet their Cuban counterparts.

“I had no idea how healthy and beautiful the reef systems were in Cuba. The diving is up there with some of the most impressive reef diving on the planet.” —Brad Butler, PADI Course Director and Scuba Club instructor

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“This was an outstanding expe-rience,” said Yenisel Solis, Spanish teacher at Cary Academy. “The Cuban students were amazed, extremely excited and very hap-py. It was a dream for them to see American students walking into their school.”

“For Cary Academy, the group experienced what the life of stu-dents is like outside the U.S., spe-cifically in Cuba, in a country that is behind,” Solis said. “While Cuba has excellent teachers, resources are very slim and facilities have deteri-orated.”

Solis, a native of Cuba depart-ed the country 20-years ago for the United States, said, “This trip is a dream of mine come true. Cuban students and American students united in one place, in Cuba.”

The group flew in and out of Havana and spent a total of four

Fabien Cousteau, a

grandson of the late

Jacques Cousteau,

stated that Cuba has

some of the most

beautiful dive sites in

the world.

Cary Academy Scuba Club students looking into the abyss in Playa Giron, The Bay of Pigs

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“I think it’s certainly

been an eye-opening

educational experience.

There are a lot of

surprises, but a lot of

things I also expected.

Cuba is a beautiful

country with a lot that

we can learn from.” —Yenisel Solis, Spanish teacher at Cary Academy

Historic HavanaPH

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nights in the city. The students explored sites in Havana including Plaza De Armas, Cathedral Square, the Museum of the Revolution, Revolution Square, the room in Hotel Ambos Mundos used as an office by Ernest Hemingway, his-toric and modern areas of Havana, the recently reopened U.S. Embas-sy and craft markets.

Arrival day ended with a pan-oramic tour of Havana in classic, pre-embargo American convert-ibles retrofitted with Russian die-sel engines. “We were amazed at how the [classic] cars looked,” sev-enth-grader Saavan Yerramsetty said.

Havana, a city of 2.5 million and the nation’s capital, is a city of contrasts. One sees the beauty of old Europe, yet a high number of buildings are in a state of disrepair.

Roads, infrastructure and heavy air pollution are major issues. “We are learning that flexibility is key in Havana and Cuba,” said Kevin Rokuskie, faculty leader and Scu-ba advisor from Cary Academy. “It seems that many of the museums and major attractions are under renovation for various reasons.”

“Havana was a fascinating city because it was filled with all of these small subcultures inside the actual city itself, and there are a lot of experiences we got with locals,” Fitzgerald said. “Then there are the negatives of all the people hustling and all of the pollution and things like that, that were turnoffs of the city.”

“It was so interesting to learn about the revolution and all the key players that were in it,” said eighth-grader Jack Rooney follow-

ing a tour of the Revolution Muse-um, the former palace of Fulgencio Batista.

“I think it’s certainly been an eye-opening educational experi-ence. There are a lot of surprises, but a lot of things I also expected. Cuba is a beautiful country with a lot that we can learn from,” Fitz-gerald said.

Not lost on the students are the 2015 visit to Cuba by Pope Fran-cis and the more recent visits by President Barack Obama and The Rolling Stones. Per conversations with locals on the street, Cubans seem very excited about President Obama’s visit in March and are hopeful for improved relations.

At the Miami airport on the final leg home, Rokuskie and Butler looked at each other and laughed in unison, “Where to next year?” •

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SAVE YOUR SPOT NOW!A P ro v e n Tr a c k R e c o rd O f S u c c e s s : T h e H i s pa n i c O u t l o o k i n H i g h e r E d u c a t i o n m a g a z i n e i s t h e o n l y m a g a z i n e w i t h a 2 5 - y e a r t r a c k re c o rd o f p ro v i d i n g i l l u m i n a t i n g , e n l i g h t e n i n g a n d i n s p i r a t i o n a l i n f o r m a t i o n a n d re s o u rc e s t h a t f o c u s l i k e a l a s e r b e a m o n H i s p a n i c s i n h i g h e r e d u c a t i o n . H O c o n t i n u e s t o e x p a n d i t s o u t re a c h i n p ro v i d i n g e d u c a t i o n n e w s , i n n o v a t i o n s , n e t w o r k i n g , re s o u rc e s a n d t h e l a t e s t t re n d s i m p a c t i n g s t u d e n t s f ro m c o m m u n i t y c o l l e g e t h ro u g h g r a d u a t e s c h o o l w h i l e m a i n t a i n i n g a u n i q u e H i s p a n i c p e r s p e c t i v e . We a re t h e o n l y p u b l i s h e r t h a t m a k e s i t o u r b u s i n e s s t o e x c l u s i v e l y c o v e r t h e e n t i re H i s p a n i c h i g h e r e d u c a t i o n e x p e r i e n c e .

THE HISPANIC OUTLOOK IN HIGHER EDUCATION

MAGAZINE

In addit ion to our Top 100 l i s ts , the issue a lso features spec ia l top 10 l i s ts f rom the Department of Educat ion for “Bachelor ’s Degrees Awarded to Hispanics by Academic Programs.”

Every year the Hispanic Outlook in Higher Education Magazine puts out a top 100 Colleges and Universities for Hispanics issue, which consists of several lists from the Department of Education

TOP 1OOCOLLEGES AND UNIVERSITIES

FOR HISPANICSHO

CONTACT US FOR ADVERTISING OR EDITORIAL AT(201) 587-8800

OR VISITWWW.HISPANICOUTLOOK.COM/TOP-100/

August 2016

We here at OutlooK-12 are honored to feature the 2016 winners of the prestigious Pura Belpré Award for

this very special edition of our School Library book reviews. Celebrating its 20th anniversary this year, the Pura Belpré Award is named for the New York Public Library’s first Latina librarian and is presented each year to a Latino/Latina writer and illustrator whose work “best portrays, affirms and celebrates the Latino cultural experience in an outstanding work of literature for children and youth.” In addition to this year’s two medal winners, the 2016 Pura Belpré Award Committee has also selected four honor books based on excellence in writing and/or illustration.

Read AnyGOOD BOOKS

Lately

…

…


“Enchanted Air: Two Cultures, Two Wings: A Memoir”Written by Margarita Engle

Publisher: Atheneum Books for Young ReadersISBN-13: 978-1481435222

In this poetic memoir, Margarita is a girl from two worlds. Her heart lies in Cuba, her moth-er’s tropical island country, a place so lush with vibrant life that it seems like a fairy tale

kingdom. But most of the time, she lives in Los Angeles, lonely in the noisy city and dreaming of the summers when she can take a plane through the enchanted air to her beloved island. Then a revolution breaks out in Cuba. Margarita fears for her far-away family. And when the hostility between Cuba and the United States erupts at the Bay of Pigs Invasion, Margarita’s worlds collide.

“Drum Dream Girl” Illustrated by Rafael López

Publisher: HMH Books for Young ReadersISBN-13: 978-0544102293

Long ago on an island filled with music and rhythm, no one questioned the rule that girls cannot be drummers—until the drum dream girl. She longed to play the tall congas and

small bongós and silvery, moon bright timbales. But she had to keep her dream quiet and practice in secret. When at last her music was heard, everyone sang and danced and decided that both boys and girls should be free to drum and dream. “Drum Dream Girl” is inspired by the life of Millo Castro Zaldarriaga, a Chinese-African-Cuban girl in 1930s Cuba who became a world-renowned drummer.

“Mango, Abuela, and Me” Written by Meg Medina

Illustrated by Angela DominguezPublisher: Candlewick PressISBN-13: 978-0763669003

Mia’s abuela has left her sunny house with parrots and palm trees to live with Mia and her parents in the city. When Mia tries to share her favorite book with Abuela, she discovers

that Abuela can’t read the words inside. So while they cook, Mia helps Abuela learn English (“Dough. Masa”), and Mia learns some Spanish too, but it’s still hard for Abuela to learn the words she needs to tell Mia all of her stories. Then Mia sees a parrot in the pet shop window and has the perfecto idea for how to help them all communicate a little better.

2016 Author Award Winner

2016 Illustrator Award Winner

2016 Author and Illustrator Honor Book

28 · July 4, 2016

SCHOOL LIBRARY

“The Smoking Mirror”Written by David Bowles

Publisher: IFWG Publishing, Inc. ISBN-13: 978-1925148640

In this fantasy novel, Carol and Johnny Garza are 12-year-old twins whose lives in a small Texas town are forever changed by their mother’s unexplained disappearance. Shipped off

to relatives in Mexico by their grieving father, the twins learn that their mother is a nagual, a shape shifter, and that they have inherited her powers. In order to rescue her, they will have to descend into the Aztec Land of the Dead and face the dangers that await them. This action-packed story is based on Aztec and Mayan mythology while capturing the realities of life in contemporary South Texas and Mexico.

“My Tata’s Remedies/Los remedios de mi Tata” Illustrated by Antonio Castro L. Publisher: Cinco Puntos PressISBN-13: 978-1935955894

Aaron has asked his grandfather Tata to teach him about the healing remedies he uses. Tata is a neighbor and family elder, and people come to him all the time not only for his soothing

solutions but also for his compassionate touch and gentle wisdom. Tata knows how to use herbs, teas and plants to help each one. His wife, Grandmother Nana, is there too, bringing delicious food and humor to help Tata's patients heal. This intergenerational, bilingual story includes an herbal remedies glossary at the end of the book that has useful information about each plant plus botanically correct drawings.

“Funny Bones: Posada and His Day of the Dead Calaveras” Illustrated and written by Duncan Tonatiuh

Publisher: Harry N. AbramsISBN-13: 978-1419716478

“Funny Bones” tells the story of how the amusing calaveras—skeletons performing vari-ous everyday or festive activities—came to be. They are the creation of Mexican artist

José Guadalupe (Lupe) Posada (1852–1913). In a country that was not known for freedom of speech, he first drew political cartoons much to the amusement of the local population but not the politicians. He continued to draw cartoons throughout much of his life, but he is best known today for his calavera drawings. These famous skeletons have in particular become syn-onymous with Mexico’s Día de los Muertos (Day of the Dead) festival.

2016 Author Honor Book

2016 Illustrator Honor Books


SCHOOL LIBRARY

Perspectives of the 2016 Public School Parent

New Study Reveals What Keeps Today's Parents Up at Night

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WASHINGTON, D.C. -- A recently released national poll reveals public school parents’ perspectives on their

children’s academic, emotional and physical well-being and identifies a disconnect between views on stu-dents’ performance in school and the national data.

The study—“Parents 2016: Hearts and Minds of Public School Parents in an Uncertain World”—which polled more than 1,300 par-

unearth areas where parents most need support.

“Across race, ethnicity and income, parents want to see their child go to college and are com-mitted to helping them get there,” said Geoff Garin, president of Hart Research. “But along with these shared goals, parents share worries. On top of pressing concerns such as bullying, physical safety and their child’s social-emotional develop-ment, many worry that their kids won’t be prepared for college.”

ents with children in grades K-8, was conducted by Hart Research and commissioned by Learning Heroes in collaboration with Uni-vision Communications Inc.; in partnership with National PTA, National Urban League, NCLR and UNCF; and with support from the Carnegie Corporation of New York and the Charles and Lynn Schusterman Family Foundation. The findings show parents’ high expectations and deep engagement in their children’s development and


• Parents are united in their belief in the importance of college. Seventy-five percent of parents believe it is very important or abso-lutely essential for their child to attain a college education, includ-ing 90 percent of Hispanic parents, 83 percent of African American parents and 67 percent of white parents. Yet two-fifths are not very confident that their children will be prepared to succeed in college, and more than half (53 percent) of all parents—including 70 percent of Hispanic parents—worry about their ability to afford it.

• Parents believe their chil-dren are on-track academically, despite national data. The study finds that 90 percent believe their child performs at or above grade lev-el in reading and the same propor-tion feel that way about their child’s performance in math, compared to just over a third of students who successfully met that bar according to the 2015 National Assessment of Educational Progress. This discon-nect likely reflects an awareness lag, as states transition to higher learn-ing standards and accompanying state assessments.

• Parents believe specific resources will be most helpful in preparing their child for success. When asked to rate how helpful various resources would be, par-ents prioritized an explanation of grade-level expectations for their child and activities to improve math and English skills.

To provide parents with the tools they need to guide their chil-dren in their education journey, and in response to the study findings, Learning Heroes, National PTA and Univision Communications Inc. released a “Readiness Roadmap” available in both English (http://bealearninghero.org/readinessroad-map) and Spanish (http://bealearn-inghero.org/es/readinessroadmap), including:

• Grade-by-grade learning goal breakdowns, which parents rated as the most helpful resource to support their child’s success with 66 percent stating this would be extremely or very helpful.

• Tools for assessing and pro-moting social-emotional wellness (48 percent of parents worry about this topic), including tips for effec-tively communicating with teachers (63 percent of parents communicate with their child’s teachers at least once a month).

• Resources for preparing for and paying for college, as:

- Thirty-eight percent of par-ents worry about their child having the knowledge and skills needed to be ready for college, including 58 percent of Hispanic, 33 percent of African American and 31 percent of white parents; and

- Fifty-three percent of par-ents worry about their ability to pay for college, including 70 percent

of Hispanic, 52 percent of African American and 47 percent of white parents.

“Parents are deeply engaged in helping their child be successful, and that looks different for every child. Parents shouldn’t feel like they are on a wild goose chase when search-ing for the right resources and help for their child’s educational success,” said Bibb Hubbard, founder and president of Learning Heroes. “As K-8 parents learn how to put their child on the path to success in col-lege, the Readiness Roadmap makes that job easier by quickly connect-ing them to top notch tools and resources.”

“As parents, we want the best for our children and want to support their learning and achievement. During this important transition to higher standards and aligned tests, many of us don't feel adequately informed to navigate our children’s educational journey,” said Nathan R. Monell, CAE, executive director of National PTA. “These new resourc-es from Learning Heroes will ensure that every parent has what they need to make certain their child has every opportunity for success.

A summary of the “Parents 2016: Hearts and Minds of Pub-lic School Parents in an Uncer-tain World” is available in English (http://bealearninghero.org/down-loads/LearningHeroes-ExecSum-mary-english.pdf ) and in Spanish (http://bealearninghero.org/down-loads/LearningHeroes-ExecSum-mary-spanish.pdf ). •

MAJOR FINDINGS

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Most parents believe that their child is performing well in school and report they

are deeply engaged in their child’s education. Many parents also take primary

responsibility for their child’s success in school, even more than their child’s

teacher or their child; communicate frequently with their child’s teacher; and

believe that their child is getting an excellent or good education.

Yet the Nation’s Report Card from the U.S. Department of Education’s National

Center for Educational Statistics (NAEP) shows that the majority of students are

not keeping up with grade-level goals. In 2015, only 36% of 4th grade students

scored at or above Proficient in reading; and 40% scored at or above Proficient in

math. By 8th grade, 34% were Proficient in reading and the percent of students

Proficient or above in math had fallen to 33%.

Disconnect between parents' perceptions of their children’s performance and student performance data

PARENTS SAYING THEIR CHILD IS ACHIEVING AT OR ABOVE GRADE LEVEL IN THIS AREA

2015 NAEP REPORTING GRADE 4 STUDENT PERFORMANCE AT OR ABOVE PROFICIENT IN THIS AREA

MATH

READING

90%

90%

92%

90%

87%

84%

88%

90%

40%

36%

51%

46%

26%

21%

19%

18%

ALL PARENTS

ALL PARENTS

WHITE

WHITE

HISPANIC

HISPANIC

AFRICAN AMERICAN

AFRICAN AMERICAN


Parent aspirations for college vs. data on children getting to and through college

75% 67%

83%90%

66% 66%56%

70%

54% 54%

37%42%

ALL PARENTS/STUDENTS WHITE HISPANIC AFRICAN AMERICAN

PARENTS SAYING IT IS ABSOLUTELY ESSENTIAL / VERY IMPORTANT THAT THEIR CHILD GOES TO COLLEGE AND RECEIVES DEGREE

2013 DIGEST OF EDUCATION STATISTICS REPORTING OF HIGH SCHOOL GRADUATES WHO WERE ENROLLED IN COLLEGE THE OCTOBER AFTER GRADUATING

PROPORTIONS OF STUDENTS WHO ENTER COLLEGE AND GRADUATE WITHIN SIX YEARS (1)

The earlier that parents understand what is expected of their child throughout

their educational career, the greater the chance of putting that student on

the path to success in college. Early intervention is critical to a child’s overall

academic success and if students fall behind in mastering critical skills, the

gaps in their learning are exacerbated over time. Parents are a critical partner in

addressing any gaps and advocating for their child to get the extra support he

or she may need.

(1) American Dream 2.0. Data from various sources including "Signature Report 4,

Completing College: A National View of Student Attainment Rates." http://www.

studentclearinghouse.info/signature/4/NSC_Signature_Report_4.pdf. November

2012; and “Persistence and Attainment of 2003–04 Beginning Postsecondary

Students Six Years Later.” http://nces.ed.gov/pubs2011/2011151.pdf. December 2010.


A contributing factor to this disconnect could be the transition most states have

made in moving to new standards and aligned assessments. In 2014 - 2015, a

majority of states switched to a state test aligned with college expectations

to more accurately assess students’ mastery in analyzing, critical thinking, and

problem solving in reading and math.

State snapshot: as states implement college-aligned standards, gap between parent expectations and student performance comes into focus

73%78%

77%

86% 87% 86%

66%

56%

40%38%

66%

41%

COLORADO LOUISIANA ILLINOIS

PARENTS WHO SAY IT IS ABSOLUTELY ESSENTIAL/VERY IMPORTANT THEIR CHILD GOES TO COLLEGE AND RECEIVES DEGREE

PARENTS WHO BELIEVE THEIR CHILD IS READING AT OR ABOVE GRADE LEVEL

STUDENTS WHO MET THE 2014 BAR FOR ENGLISH PROFICIENCY, BEFORE STANDARDS CHANGED

STUDENTS WHO MET THE 2015 BAR FOR ENGLISH PROFICIENCY, AFTER THE STANDARDS CHANGED

Although most parents say their child is meeting the expectations and goals for

his/her grade level, and believe it is important for their child to go to college, the

survey also detected an underlying lack of confidence (40% of parents) that their

child will be well–prepared when the time comes.

* Data collected from http://www.edweek.org/ew/section/multimedia/map-common-core-2015-test-results.html#al


Proportions saying they could use more knowledge/information about this aspect of raising their child

59%PAYING FOR OR FINANCING CHILD’S COLLEGE EDUCATION

52%MINIMIZING STRESS / ANXIETY AROUND STANDARDIZED TESTS

50%DEALING WITH PEER PRESSURE/FOSTERING STRONG SELF-ESTEEM

49%DEALING WITH BULLYING

47%PROTECTING PRIVACY OF CHILD’S PERSONAL INFORMATION

46%UNDERSTANDING / INTERPRETING STANDARDIZED TEST SCORES

43%BEING SAFE/RESPONSIBLE ONLINE, USING SOCIAL MEDIA

38%NOT FALLING BEHIND ACADEMICALLY OVER SUMMER

33%NUTRITION AND HEALTHY EATING

32%DOING HOMEWORK

The areas in which parents feel they could most use more information tend to be the ones that they worry about most: financing college and social-emotional issues

Overwhelmingly, parents told us what would help them help their children: 59% of

parents say they would benefit most from more information and knowledge in the

area of financing college. A notable share (52%) could also use tips on minimizing

the stress of standardized testing. Half of all parents say they would benefit from

information in dealing with peer pressure and fostering self-esteem.

Key Finding:Parents provide guidance on what they need to help their child be successful

34 · July 4, 2016


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Los padres del 2016: Resumen | 8

ASPIRACIONES DE LOS PADRES A LA UNIVERSIDAD VS. INFORMACIÓN SOBRE ESTUDIANTES QUE INGRESAN Y FINALIZAN LA UNIVERSIDAD

75% 67%

83%90%

66% 66%56%

70%

54% 54%

37%42%

TODOS LOS PADRES / ESTUDIANTES

BLANCOS HISPANOS AFRICANO-AMERICANOS

PADRES QUE DICEN QUE ES TOTALMENTE ESENCIAL / MUY IMPORTANTE QUE SUS HIJOS ASISTAN A LA UNIVERSIDAD U OBTENGAN UN TÍTULO

RESUMEN DEL 2013 DE ESTADÍSTICAS DE EDUCACIÓN QUE INFORMAN SOBRE EL NÚMERO DE GRADUADOS DE SECUNDARIA QUE SE INSCRIBIERON EN LA UNIVERSIDAD EN EL MES DE OCTUBRE SIGUIENTE A LA GRADUACIÓN

PROPORCIÓN DE ESTUDIANTES QUE INGRESARON A LA UNIVERSIDAD Y SE GRADUARON EN UN PLAZO DE SEIS AÑOS (1)

Cuanto antes los padres entiendan qué es lo que se espera de sus hijos a lo

largo de su carrera educativa, mayores serán las posibilidades de llevar a ese

estudiante por el camino del éxito universitario. La intervención temprana

es crítica para el éxito académico del estudiante en general, y que si ese

estudiante llegara a atrasarse en el desarrollo de habilidades críticas, las

brechas en el aprendizaje se exacerbarán con el tiempo. Los padres son un

componente esencial para reparar esas brechas y abogar para que sus hijos

reciban el apoyo adicional que necesitan.

(1) American Dream 2.0. Data from various sources including "Signature Report 4,

Completing College: A National View of Student Attainment Rates." http://www.

studentclearinghouse.info/signature/4/NSC_Signature_Report_4.pdf. November

2012; and “Persistence and Attainment of 2003–04 Beginning Postsecondary

Students Six Years Later.” http://nces.ed.gov/pubs2011/2011151.pdf. December 2010.


Un factor que puede haber contribuido a esta disparidad puede ser la transición

que llevaron a cabo la mayoría de los Estados al fijar nuevos estándares y

evaluaciones. En el año lectivo 2014 - 2015 la mayoría de los Estados cambiaron a

una prueba estatal que está en línea con expectativas universitarias para evaluar

de forma más precisa la capacidad de los estudiantes de analizar, pensar de

forma crítica y resolver problemas en lectura y matemáticas.

Un vistazo a los Estados: A medida que los Estados implementan estándares más en línea con la universidad, la brecha entre las expectativas de los padres y el desempeño de los estudiantes se hace evidente

73%78%

77%

86% 87% 86%

66%

56%

40%38%

66%

41%

COLORADO LOUISIANA ILLINOIS

PADRES QUE DICEN QUE ES IMPORTANTE QUE SUS HIJOS RECIBAN UN TÍTULO UNIVERSITARIO

PADRES QUE CREEN QUE SUS HIJOS ESTÁN ENCAMINADOS HACIA LAS METAS DE APRENDIZAJE

ESTÁNDARES ANTIGUOS, MÁS BAJOS: ESTUDIANTES QUE APROBARON EL EXAMEN ESTATAL DE INGLÉS EN EL 2014

LA NUEVA REALIDAD: ESTUDIANTES QUE APROBARON EL EXAMEN ESTATAL DE INGLÉS DEL MUNDO REAL EN EL 2015

Aunque muchos padres dicen que sus hijos cumplen con las expectativas y metas

del grado que se encuentran cursando, y creen que es importante que sus hijos

acudan a la universidad, la encuesta también detectó una falta de confianza

subyacente (40%) en que sus hijos estarán preparados cuando llegue el momento.

* Data collected from http://www.edweek.org/ew/section/multimedia/map-common-core-2015-test-results.html#al


La mayoría de los padres piensa que a sus hijos les va bien en la escuela, e informan

que están profundamente involucrados en la educación de los mismos. Muchos

padres también asumen la responsabilidad primaria del éxito de sus hijos en la

escuela, aún más que los maestros o el niño mismo, se comunican frecuentemente

con el maestro de sus hijos y piensan que sus hijos están recibiendo una educación

excelente o buena.

Aun así, el Boletín de Calificaciones de la Nación del Centro Nacional de Estadísticas

Educativas del Departamento de Educación de los Estados Unidos (NAEP, por su

sigla en inglés) muestra que la mayoría de los estudiantes no alcanzan las metas

fijadas para los grados determinados. En el año 2015, sólo el 36% de los estudiantes

de cuarto grado obtuvo un puntaje de Competente o más en lectura, y un 40%

obtuvo un puntaje de Competente o más en matemáticas. Para el octavo grado, 34%

obtuvo un puntaje de Competente en lectura y el porcentaje de estudiantes a nivel de

Competente o más en matemáticas se redujo a 33%.

FALTA DE RELACIÓN ENTRE LA PERCEPCIÓN DE LOS PADRES CON RESPECTO AL DESEMPEÑO DE SUS PADRES Y LOS DATOS SOBRE EL DESEMPEÑO DE LOS ESTUDIANTES

PADRES QUE DICEN QUE SUS HIJOS SE ESTÁN DESEMPEÑANDO AL NIVEL DEL GRADO O POR ENCIMA DEL MISMO EN ESTA ÁREA

INFORME NAEP 2015 SOBRE ESTUDIANTES DE 4 GRADO QUE SE ENCUENTRAN AL NIVEL DEL GRADO O POR ENCIMA DEL MISMO EN ESTA ÁREA

MATEMÁTICAS

LECTURA

90%

90%

92%

90%

87%

84%

88%

90%

40%

36%

51%

46%

26%

21%

19%

18%

TODOS LOS PADRES

TODOS LOS PADRES

BLANCOS

BLANCOS

HISPANOS

HISPANOS

AFRICANO-AMERICANOS

AFRICANO-AMERICANOS


Proporciones que dicen que podrían recibir más conocimiento / información sobre este aspecto de la crianza de sus hijos

59%PAGAR O FINANCIAR LA EDUCACIÓN UNIVERSITARIA DE SUS HIJOS

52%REDUCIR EL ESTRÉS O LA ANSIEDAD DE LOS EXÁMENES ESTANDARIZADOS

50%LIDIAR CON LA PRESIÓN DE LOS COMPAÑEROS/CULTIVAR EL AMOR PROPIO

49%LIDIAR CON EL ACOSO ESCOLAR (BULLYING)

47%PROTEGER LA PRIVACIDAD DE LA INFORMACIÓN PERSONAL DE CADA NIÑO

46%ENTENDER E INTERPRETAR LOS RESULTADOS DE LOS EXÁMENES ESTANDARIZADOS

43%ESTAR SEGURO Y SER RESPONSABLE EN LÍNEA, USO DE MEDIOS SOCIALES

38%NO ATRASARSE ACADÉMICAMENTE DURANTE LAS VACACIONES DE VERANO

33%NUTRICIÓN Y ALIMENTACIÓN SANA

32%HACER LAS TAREAS

LAS ÁREAS EN LAS CUALES LOS PADRES SIENTEN QUE PODRÍAN RECIBIR MÁS INFORMACIÓN TIENDEN A SER LAS QUE LES PREOCUPAN MÁS: FINANCIAR LA UNIVERSIDAD Y LOS TEMAS SOCIO-EMOCIONALES

Casi unánimemente los padres nos dijeron qué los ayudaría a ayudar a sus hijos: el 59%

de los padres dice que se beneficiaría si tuviera más información y conocimiento en las

áreas de financiación de la educación universitaria. Una porción notable (52%) también

quisiera recibir consejos sobre cómo reducir el estrés de los exámenes estandarizados.

La mitad de los padres dice que se beneficiaría de recibir más información sobre cómo

lidiar con la presión de los compañeros y cómo cultivar el amor propio.

Resultado clave: Los padres proporcionan guía en lo que sea necesario para ayudar a sus hijos a lograr el éxito

36 · July 4, 2016


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Ohio Edison • The Illuminating Company • Toledo Edison • Met-Ed • Penelec • Penn Power Jersey Central Power & Light • West Penn Power • Mon Power • Potomac Edison

®

FirstEnergy

STEM Classroom Grants

To Encourage Creativity in PreK-12 Student Learning and Teacher Professional Development in

Science, Technology, Engineering and Mathematics Education

Grant awards up to

$1,000!

News & Trendsin K-12 Education from Across America

…

…

AKRON, Ohio -- FirstEner-gy Corp., one of the nation's

largest investor-owned electric systems, is offering education grants for creative classroom proj-ects involving science, technolo-gy, engineering and mathematics (STEM) planned for the 2016-2017 school year.

STEM Classroom Grants of up to $1,000 will be awarded for teacher professional-development initiatives and creative, individ-ual classroom projects for grades pre-kindergarten through 12. The grants are available to edu-cators and youth group leaders located in communities served by FirstEnergy's 10 electric operating companies and in communities where the company has facilities or does business.

STEM grant applications must be submitted by September 23, 2016. Visit www.firstenergy-

corp.com/STEM for additional information on grant criteria and to apply. Grants will be awarded based on the recommendations of the FirstEnergy Education Advi-sory Council. Winners will be

FirstEnergy Offering STEM Education Grants for the 2016-2017 School Year

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notified by October 14, 2016.More than 1,000 educators

and leaders of youth groups have received classroom grants since the program began during the 1986-87 school year. •


SCHOOL NEWSPAPER

AURORA, Ill. -- World Robot

Olympiad USA (WRO-USA)

has announced that it will partner

with Northern Illinois University

to host its National Championship

on September 4, 2016 in DeKalb,

Illinois. Now in its third year in the

United States, WRO-USA is expand-

ing its program to reach even more

young people throughout the country.

The World Robot Olympiad is

a global robotics competition that

unites young people in STEM from

across the globe with more than 55

participating countries and nearly

20,000 teams worldwide. WRO-USA

is a rapidly growing competition with

plans to expand to 150 teams across at

least 15 states in 2016, culminating in

the National Championship at North-

ern Illinois University. The age range

for competitors includes elementary-,

middle- and high school-age students.

Registration is now open for

regional competitions in areas includ-

ing California, Florida, Illinois, Lou-

World Robot Olympiad USA to Host 2016 National Championship at Northern Illinois University

isiana, Michigan, Nevada, New York,

Texas and Washington with more

locations coming soon. •

Joseph Gordon-Levitt's HitRECord and Find Your Park/Encuentra Tu Parque Collaborate for National Park Service’s Centennial

WASHINGTON -- The

National Park Foundation is

excited to announce the first rollout

of creative projects from the partner-

ship with hitRECord, a collaborative

online production company founded

by actor/director Joseph Gordon-Lev-

itt. Inspired by the Find Your Park/

Encuentra Tu Parque movement cel-

ebrating the National Park Service

Centennial, a diverse community of

artists has come together to honor

the milestone through art, film and

music.

Find Your Park and hitRECord

collaborative projects will be unveiled

throughout the National Park Service

Centennial year with the first launch

including t-shirts, a hat, a baby onesie,

animated safety videos and an adult

coloring book. Additional new proj-

ects will be unveiled on the hitRE-

Cord site in throughout the summer.

Launched in March 2015, Find

Your Park/Encuentra Tu Parque is

a public awareness and education

movement to inspire people from all

backgrounds to connect with, cele-

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YOU

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PAG

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brate and support America's nation-

al parks and community-based pro-

grams (#FindYourPark). •

40 · July 4, 2016

SCHOOL NEWSPAPER

DALLAS -- A team of seventh

graders from Hyde Park Middle

School in Las Vegas, Nevada, has won

the mISSion imaginaTIon design chal-

lenge from Texas Instruments (TI) and

NASA.

The national competition asked

students to propose solutions to chal-

lenges astronauts would face on a jour-

ney to Mars. The winning team pro-

posed a vertical garden to capitalize on

limited space to feed the astronauts and

developed intricate plans for reinforc-

ing the spacecraft's outer hull to protect

against space debris.

Seventh Graders Impress TI and NASAwith Innovative Solutions to Support a Mission to Mars

"I feel like the luckiest teacher in the

world to get to work with such smart,

curious and driven students every day,"

said Robin Hill, the students’ teacher.

As a prize, winning team members

Subhan Wade, Caitlyn Coloma, Jaid-

en Reddy, Isha Shah and Nicholas Ho

received assorted space goodies and their

choice of either a TI-Nspire™ CX or

TI-84 Plus CE graphing calculator and

software. The team's prize also includes

a chat with a NASA astronaut. •

BUSCHNELL, Fla. -- Animal

Crossings of Florida, Inc. in

partnership with a large entertain-

ment development company, have

announced they are breaking ground

in Florida on a multi-million dollar

High Tech, Interactive Zoo and Edu-

cational Facility.

The Interactive Zoo will showcase

an impressive compendium of animals

from large African Crested Porcupines

to rare species of crocodiles. Live shows

and leading edge technology will fur-

ther enhance the visitor's experience.

To welcome the public, the zoo

has named Blizzard, believed to be the

world's only known piebald alligator,

and Snowball, an ultra-rare leucistic

alligator as its Ambassadors.

Blizzard and Snowball are Amer-

ican Alligators with extremely rare

genetic mutations. Leucism, or the

partial loss of pigmentation, results in

an animal with primarily white skin

and, with reptiles, eyes that are almost

always blue. Piebaldism refers to hav-

World's First Piebald Alligator and Extremely Rare Leucistic Alligator Named Ambassadors of New High Tech, Interactive Zoo & Education Facility

ing multicolored skin and, typically,

normally pigmented eyes. Piebaldism

in an alligator is believed to have never

before been documented. •

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Image licensed by Ingram Image

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