student voice

By MyKaila Young, League of Education Voters intern

With the proposal of a new and improved system that will help to ensure that all students feel confident and equipped, one thing I, as well many educators, policymakers and parents may be wondering is: how can the new system set in place with McCleary be used to inspire students moving forward? In addition to teaching kids the fundamentals of learning, how can we teach them the fundamentals of a living an enriched and motivated life in a way that’s engaging for every student – those who have a strong network of support at home and those who do not?

To begin this week of following McCleary, resilience is best defined as the ability to work with challenges in a way that teaches and enriches, and in turn allows an individual to thrive. It’s what many might consider to be one the great and rare virtues in life. I mean rare in the sense that not all students understand how to obtain it, where it comes from, etc. The task is figuring out how all students can understand it and, in turn, embrace it in a way that it is maintained to college and beyond. How do you get students to become resilient?

It’s not very often when I’m at a loss for words. In fact, I can count on my hand the number of times that I’ve been so inspired or surprised to the point I could barely write or think. All I wanted to do was just hold on to that moment. This has only happened a few times. The first was when I read Life Without Principle for the first time. The second was when I received the Gates Millennium Scholarship. The third was when I stood in front of the Eiffel Tower last year on Thanksgiving. The fourth was when former Congressman John Lewis acknowledged my presence, and the very last experience was a bit peculiar because it consisted of crossing paths with a complete stranger and receiving a card.

A business card is a business card, but he didn’t have just an ordinary business card. He had an answer to exactly what the K-12 system is missing. Part of what McCleary understands and recognizes is based on the statistics and feedback of the current system, but this stranger who handed me his card really understood, and built an entire organization around it.

In hindsight, his organization propels the missing fragment in the K-12 system that some students find, while others, unfortunately, do not. His story was printed on the back of his card, and my entire life was completely changed. I was overtaken with inspiration, and once again unaware of what to do with myself for the fifth time in my life.

I’ve met a lot of remarkable and inspiring people over the years, but this encounter was a bit different. His story filled my heart with so much hope and possibility for the future that it inspired me to the point of silence. He is also a Gates Millennium Scholar, CEO of From Hardships to Scholarships, and goes by the name Deonte Bridges. He is someone who I’ve added to my list of Great Inspirations.

Deonte is originally from Atlanta, and he introduced me to the impact that this virtue of resiliency can have when it comes to education.

I attended the Annual Library Association Conference in Orlando, and former Congressman John Lewis was one of the keynote speakers. I was staying at the Hyatt Regency and near the reception desk when he walked by with a few of his colleagues. I waved at him and he waved back at me. As if life wasn’t great enough after that moment, I was able to casually network with my fellow GMS Scholars over the next five days. It was in that same lobby that I was lucky to be in the right place at the right time to meet Deonte Bridges.

We were standing by the second elevator towers in the Hyatt and he was casually dressed in a white shirt. At the time, I didn’t know how powerful he was, or who he was for that matter, because I’m a little behind in ALL social media movements. That’s one thing I promised myself at the beginning of next year I would work on – using my social media accounts more, instead of writing in my journals all the time. I didn’t know that he took the Internet by storm when he graduated his senior year, around the same time he was welcomed into the GMS family.

Deonte was first male valedictorian of his high school in more than a decade and earned over $1,000,000 in scholarships – all while overcoming hardships such as the untimely death of his brother, his mother’s diagnosis with cancer, and being robbed at gunpoint. In a live interview he invited me to watch, he said he remembers a time during his freshman year of high school when he told everyone that he was going to get a million dollars in scholarships. Everyone thought he was crazy and didn’t believe him or in his ability to make something like that happen as an inner city youth. When he did it, despite everything else that was going on in his life, it took the world by storm. He had that same Alice in Wonderland Confidence I spoke about in my previous blog.

With over 1 million YouTube views of his powerful speech about overcoming the odds, people in Europe, Africa, and throughout the U.S were taken away by the beautiful virtue he carried throughout the K-12 educational system and Morehouse College. From there, he was featured on CNN Live, in Essence Magazine, and on a wide range of talk shows.

Deonte currently speaks to educators and students on topics such as education, character development, resilience, and values, to name a few. His full motivational series answers that burning question we all have: how we can instill this rare but vital virtue into the hearts and minds of every student in the K-12 system.

I guess you can say he’s like the Guru of Virtues when it comes to empowering young students to understand and acknowledge how much potential they have, and how they can unleash it no matter which obstacles or unexpected visits from adversity they may have.

As a young girl, when I would read literature, it was solely because I recognized that I had the potential to be great at something. I had a small hint when I was 9 that it would be writing. I just needed to figure out what I could do with it, or if I was even capable of doing anything with it. In Henry Thoreau’s Life Without Principles, I learned that although society may try to limit what I believe I can do, or make me feel that I didn’t have any potential, ultimately the decision was up to me. I related to his thoughts, words and perspectives in a way that helped me protect my potential at any costs, and in turn become resilient.

Although, Aristotle, Martin Luther King, Malcolm X and the great Henry Thoreau have all left behind their legacies, I will never forget the experience of finding someone to relate to. But every student is different. We can’t expect every student to pick up a copy of the books I read and expect them to become resilient, or we can’t expect every student to do what Deonte did to become resilient, because we all find resiliency in different ways. However, what we can do is give every student access to different programs and resources that will help them ultimately decide how they can become resilient in a way that is unique to them. That’s what From Hardships to Scholarships offers, and more.

When I read his card, he reminded me of the same exact hope that I carried with me over the years when I made the choice to always see the value and potential in my life, even if I was part of a system that made me feel like I did not matter. The only difference between my earlier inspiration and how it’s maintained today is that I found someone who is still living I can relate to – but my resiliency is different it is from how he found his. I share mine through writing, and he is actively working and sharing his in a way that’s helping all students and faculty think about what they want their legacies to be, and how much potential they have.

It made me wonder if McCleary is really asking whether there is enough funding geared towards programs to help kids who may not have the best sources of inspiration. Would they benefit from leadership programs offered in a more engaging way?

Is there enough money and time being invested in helping kids personally develop their passions and sense of self, in addition to learning the fundamentals? Where can we start when considering how to recruit more faculty that can relate to students and what they experience once the schools doors close? From Hardships to Scholarships answered all my burning questions after getting to know the founder himself through his organization and motivational series.

I often wonder how we can expect a child to go on to do great work and fully utilize their Education Passports beyond high school if their inspiration, sense of self, and drive isn’t fully developed. Education is something that is lifelong. It’s not just about algorithms, equations, or how Christopher Columbus had it all wrong. It’s about growing into your potential and then, in turn, sharing it with people around you in such a way that contributes to making the world a better place. It’s about preparing students for the next phase of life. And although that’s an algorithm within itself, it’s something that Pi squared can’t always solve.

McCleary and redefining what basic education means is a start to helping students figure out how to solve the more complex algorithms when the school doors close. Life is hard for us all at certain points. We should encourage all students to wear their potential as armor and allow their passion and knowledge to carry them to the success that every person, whether student or educator, desires.

 

Read MyKaila’s second post, Alice in Wonderland, Imagining McCleary

By MyKaila Young, League of Education Voters intern

Nelson Mandela once said, “Education is the great engine of personal development. It is through education that the daughter of a peasant can become a doctor, a son of a mineworker can become the head of the mine, and the child of farm workers can become the president of a nation.”

As promised, over the next few months I’ll be following the McCleary ruling and breaking down its significance and which benefits it will bring to the current K-12 education system for students, from my perspective.

What is McCleary? It’s what Malcolm X would call the New Passport or what Nelson Mandela might call the Great Engine of Personal Development. If we look at the K-12 system as the Leadership Academy that helps cultivate and guide students in the right direction in pursuit of becoming the next generation of leaders, it may be a little easier to understand.

Our Declaration of Independence says that every person has the right to life, liberty and the pursuit of happiness. The Declaration of Independence is the great equalizer and, in this scenario, will act as the “The Boss.” So, The Boss says that every person who enters into this Leadership Academy will leave prepared, satisfied, confident, equipped, and ready to take on the challenge of becoming part of the next generation of leaders.

In fact, The Boss says it’s illegal to not fully invest in the Leadership Academy and prosperity of every student. In hindsight, students are not allowed to be robbed of a quality and enriching education. That’s both beautiful and cause of one of the biggest debates throughout the country. Are students really receiving the resources and guidance they need to prosper? In other words, are we teaching kids to drive but when it comes time for them to get behind the wheel, did we only really give them 2 ½ tires?

Unfortunately, not all students are leaving the Academy ready for the world and feeling confident to be great leaders, which makes The Boss sad. The appointees who have been entrusted with the funds to create and support the programs that help cultivate the leaders through the Academy, or making sure all kids leave the Academy with four tires and not 2 ½,  now have to go back to the drawing board.

Here at the League of Education Voters, we are advocating for a stronger Leadership Academy, or K-12 system for students. Under McCleary, we would like to redefine what basic education is, and which resources are really needed for student success to cultivate the strongest, confident and most prosperous leadership for every student, regardless of his or her background.

It should no longer be about who has the greater means; it should be about having an equal playing field in pursuit of helping every student make the economy and the world a better place. McCleary can give every student their own individual and valid Education Passport – one that won’t just get them through high school, but to college and beyond. One that will take them to unimaginable and prosperous places.

When I applied for the Gates Millennium Scholarship (GMS) back in 2013, it was nine essays, no word limit, full creative control to answer all questions – a little gift I felt was just for me to be able to showcase my skill and love for writing. The Bill and Melinda Gates Foundation gave me my passport to prosperity and unimaginable places, college being the first stop and then the opportunity to study in Spain, Paris, Ireland, and next to Poland in just a few months.

Currently, it is required that all students receive 1,000 hours of instruction annually. How these hours are split up throughout the years to create the greatest leaders is dependent upon well, what the teacher can do with the resources the appointees give. I found through my own personal experience that my teachers needed more support with what they wanted to do to help my classmates and I learn as much as possible in a way that works for us. Look at it like this, if students create the best art by using color instead of lead pencils, but with 21 students in a class and only enough money to buy colored pencils and paint for 15, do you see how that could be problematic and could potentially make The Boss unhappy? If a teacher has 21 students and needs 21 sets of paintbrushes and colored pencils because it is a pathway to help students understand the material to get them to the next stage of the leadership academy successfully, then that should not be up for debate.

I was a reluctant case. I was passing by through the K-12 system because I had to deal with what I was given. In hindsight, I had a few experiences being the student that “couldn’t paint” because there weren’t enough resources. However, I had a lot of outside practice thanks to my dad making my sisters and me the Jackson 5 of Education growing up. He made us work on our skills and passions for what felt like an additional 1,000 hours throughout the school year. I’m sure as a parent, he understood that there were many cracks in the K-12 system, but probably felt that there was no sense in fighting a system that was broken and probably wasn’t going to be repaired anytime soon.

Our summers were not typical summers. It was the Jackson 5 Academy of Learning, which I appreciate now but hated back then. This is why McCleary is such a big deal. It could be the start to fixing the system. I was constantly writing, reading, and writing some more to the point where I was confident enough to give birth to a dream and pursue it, because I had the perspective and knowledge that I could succeed. In fact, it became quite ridiculous how much I started writing over the years. In college, the only kind of partying I really did was in the UW’s Suzzallo Library with the Dewey Decimal System or in my Ballard studio with my laptop and Google docs.

When it came to applying to one of the most prestigious undergraduate scholarships in the country (Gates Millennium), I didn’t consider the odds that were against me. Instead, I felt confident enough in my ability to write because that’s all they were asking me and every other student in the country to do, just write. So I went to town because at this point, it wasn’t about any challenge or obstacle in front of me, but it came down to skill, experience and ability. I also knew my rights that Thomas Jefferson outlined for all individuals in the Declaration of Independence. So for life, liberty and the pursuit of happiness, I applied to that scholarship.

I’ve always believed that someday I could be a great writer and reporter. If I wanted to be on the New York Times Best Seller list or even be skilled enough to work at CNN, it had to start with a confident and disciplined belief. That’s what my dad, Michael, taught me. As I grew older, I recognized that I couldn’t dream and hold on to doubt at the same time. One was a heavy load and the other always made me feel like Alice in Wonderland.

McCleary questions whether students have the confidence to pursue their wildest dreams. Do they feel capable? If not, how can that change? I see my mentors and colleagues at LEV really trying to figure that out.

When I received the Welcome to the GMS Family packet, I felt as if I could take on the world and nothing was out of my reach. Not only did it guarantee me a free undergraduate education but a free education through earning my doctorate. One of my best friends from Colorado is also a Gates scholar with a compelling story and an astounding amount of what I like to call Alice in Wonderland Confidence, as well. Her name is Michael and when I met her, I didn’t feel crazy that my dreams seemed to go far beyond the stars or like I was stuck in some kind of Wonderland.

On the phone one day, I asked her what she wanted to do as a career and what her dreams were. She told me that she wanted to work for NASA. I will never forget that moment. I was looking for the Caesar croutons in aisle 4 at QFC and I remember stopping in my tracks, unsure if I heard her correctly because it was such a confident response. Her dream job was to be an astronaut. This is a true story. People would always tell her that she had a better chance of becoming president of the U.S than becoming an astronaut for NASA. Nelson Mandela had a great point –education is the fuel that drives a student to believe in the possibility of the things they may see as impossible.

Does the current K-12 system allow students to believe in the possibility of a great future?  I imagine McCleary as the hope and challenge to the impossible that students may feel. I imagine it giving students the same Alice in Wonderland confidence that Michael and I had in order to go after our dreams and challenge the status quo of our backgrounds. I imagine McCleary being the engine that fuels the confidence for many other students to dream of being great writers, reporters, and astronauts.

I believe that McCleary could give birth to a new system of belief for every student. When considering McCleary, I think a lot of people involved in the issue are asking, do we need more arts and leadership programs? Better use of testing and more conversations? I’ll be reaching out and sharing their perspective and experiences, as well. The debate over how the 1,000 hours of instruction in all grade levels will be supported and spent is heating up, so stay tuned – it’s interesting business that you won’t want to miss.

 

Read MyKaila’s first post, Following McCleary