Natalie A. Morales, EdD
Science High School Teacher in Newburgh, NY
Dr. Morales has spent fourteen years teaching Biology and more recently, Human Anatomy and Physiology, at Newburgh Free Academy, where she began her teaching career as a student teacher. In addition to teaching, she has spent time aligning her course curricula and developing new curricula for a course integrating science and technology. Dr. Morales has been selected to participate in numerous building level and union committees and trainings. She has served as a turnkey trainer and facilitator for the implementation of professional learning communities, classroom management skills, and the Common Core State Standards within her school. Dr. Morales recently began mentoring student teams conducting independent research utilizing network science as part of the Newburgh Free Academy’s NetSci High research program in affiliation with West Point’s Network Science Center. She is currently serving on Newburgh Free Academy’s High School Steering Committee which has been tasked with researching and developing an implementation plan for the creation of two independent high schools.
Dr. Morales holds a Bachelor’s of Science in Biology/Secondary Education from the State University of New York at New Paltz which earned her certification as a 7-12 Biology/General Science teacher. She returned to the State University of New York at New Paltz to earn her Master’s of Science in Education in Literacy Education which granted her Literacy Certifications in grades Birth-5 and 6-12. Dr. Morales also earned a professional degree for Massachusetts College of Liberal Arts in Educational Administration which allowed to become certified as a School Administrator and Supervisor and a School District Administrator. She recently completed her Doctorate in Education in Instructional Leadership at Western Connecticut State University where she conducted a study comparing high school students’ and their teachers’ perceptions of factors affecting academic achievement and underachievement.
Dr. Morales was selected to the Class of 2013-2014 as a Phi Delta Kappa International Emergent Leader. As a PDK Emergent Leader, she served as the teacher advisory committee member, in Washington, DC, for the 2014 PDK Gallup Poll and reviewed applications for Phi Delta Kappa International’s Duncan Scholarship awarded to graduate students pursuing their doctorate degrees. Her Ed Profile was also featured in PDK’s Kappan magazine. Dr. Morales was also designated a New York State Master Teacher in STEM. She was one of twenty-six STEM teachers in Mid-Hudson, NY selected to into the first cohort of Master STEM teachers in New York State where she will be spending the next four years working towards the improving the integration of STEM and STEM careers within the classroom.
Dr. Morales is an active member within the New York State United Teachers union and Newburgh Teachers Association where she served was a former head delegate and is a current delegate of Newburgh Free Academy’s North Campus. She also serves as a delegate representing the Newburgh Enlarged City School District Teachers at the New York State Teacher Retirement System Delegate meetings. Dr. Morales is also a member of the Association for Supervision and Curriculum and Phi Delta Kappa.
Why do I teach? I teach because I have a heart for and towards my students.. I teach because I want to pass on all that I know to those who will listen both in and out of the classroom so that they, too, can become more informed and educated.
What do you love about teaching? I love to see my students’ self-confidence and self-efficacy blossom and grow over the course of the year as they acquire and apply their biological knowledge to real world applications.
When you were a student, was there a great teacher who inspired you? My high school biology teacher, Mrs. Murphy, exuded heart and passion when she taught which allowed for a positive teacher-student relationship to develop grounded in motivation and care.
At six years old, I faced an unfamiliar culture, a new language, and insurmountable unknowns when I reunited with my family in Houston, TX after leaving El Salvador. Although my father only completed the second grade, he made sure that education was my top priority. My parent’s lack of a formal education and knowledge of the English language thwarted their capacity to support my academic experience, yet they were always engaged.
The early years were difficult but I persisted. Fortunately, my high school classmates introduced me to the importance of college preparedness and a college education. Through hard work, determination, and continuous effort, I graduated 3rd out of 747 seniors in my high school, earned my B.S. in Biomedical Engineering from The University of Texas at Austin, and am a Cancer Biology Ph.D. candidate at The University of Texas Graduate School of Biomedical Sciences. I must admit that without the mentoring of my peers and the emotional support from my parents, I wouldn’t have achieved a higher education.
Currently, I have taken a break from my studies to serve as a policy intern at the White House Initiative on the Educational Excellence for Hispanics (Initiative), to help assess the state of the science, technology, engineering, and math (STEM) education of Hispanic students in the U.S. This topic is close to my heart as I am on the verge of achieving something I never imagined possible.
As a six-year-old ESL student, I couldn’t fathom the idea of one day becoming a cancer scientist. Growing up, I enjoyed STEM courses although I didn’t quite understand their impact on my education. I did however realize that something was amiss; there were very few Hispanic students in my AP math and science courses. In fact, this observation followed a trend in which the higher my education attainment was, the fewer Hispanic students joined me in the classroom. This, along with the lack of a Hispanic STEM mentor to advise and guide me through college, was disheartening to experience.
As a result, it became engrained in my mind that other Hispanic students did not care about education and even less about STEM careers. I couldn’t have been more wrong.
Hispanics represent 23 percent of students enrolling in STEM majors – comparable to their White counterparts. For the first time in history Hispanics are graduating in higher numbers than ever (76 percent), have cut the drop-out rate in half over the last decade (14 percent compared to 28 percent in 2000), and enrolling in college at higher rates than their White counterparts (69 percent in the class of 2012 compared to 67 percent, respectively). Despite these positive trends, only 16 percent of Hispanics complete their STEM Bachelor’s degree compared to 30 percent of their White counterparts Thus, this feeds into the lack of Hispanic presence in the STEM workforce.
At the postsecondary level, Hispanic students are not prepared to acclimate to new curriculum structures, diverse communities, and even the weed-out nature of STEM introductory courses. These new challenges, accompanied by academic underperformance, discourage Hispanic students from completing STEM majors. In addition, the financial status of Hispanic students, either the lack of financial aid or the need to support their families, is detrimental to the completion of challenging and time-demanding STEM majors.
And while ensuring more minorities, including Hispanics, are provided access to rigorous courses starting early in elementary school, there needs to be a collective effort on behalf of high schools and postsecondary institutions to support their enrollment, persistence, and success in STEM careers. Currently, 66 percent of Hispanic students enroll in community colleges, providing these institutions with a critical opportunity to retain, graduate, or successfully transfer them to 4-year institutions where they can pursue their bachelor’s degrees in STEM.
The challenges Hispanic students face start long before they enroll in college. While the numbers of Hispanic students enrolling in AP courses and exams in high school are at their highest, no STEM course is within the top 5 AP courses they take. Still, only 30 percent of Hispanic students with the potential to participate in AP classes actually enroll in them. Similarly, in spite of increasing numbers of Hispanic students taking college-entrance exams, only 1 in 7 Hispanics met all four college-readiness benchmarks, indicating a low chance to succeed in first-year college courses. In fact, the U.S. Department of Education’s Office for Civil Rights reports that only 67 percent of Hispanic students have access to a full range of STEM courses (Algebra I, Geometry, Algebra II, Calculus, Biology, Chemistry and Physics) in high school. This, along with cognitive and socio-cultural factors, attitudes/perceptions, institutional variables, and college experiences influence the representation and retention of Hispanic students in STEM majors.
As the fastest-growing minority group, Hispanics are projected to represent 70 percent of the nation’s population growth between 2015 and 2060. Thus, it is deeply encouraging to see a new movement taking shape towards supporting and mentoring minorities, and women and girls, into STEM fields. US2020, responding to the White House’s call for action to engage students in STEM, makes STEM mentorship accessible to girls, minorities, and low-income students in order to reinforce a quality STEM education suitable for STEM careers.
Further, the Obama Administration established the Committee on STEM Education (CoSTEM) to aid Hispanics in Pre-K-12th grade transition to a postsecondary education and into the STEM workforce through strategies that bring together federal agencies, communities, stakeholders, schools, and students.
Finally, addressing the important financial barriers for Latino families, the Initiative created the¡Gradúate! Financial Aid Guide to Success, which provides key information on resources to finance a STEM education. With the great strides Hispanics are currently making in education, it is imperative for us all to get involved now in order to create a sustainable environment for our students to become the next generation of fruitful contributors to the STEM workforce, the economy, and the collective success of our nation.
Sobeyda Gomez is a Ph.D. Candidate at The University of Texas Graduate School of Biomedical Sciences. During the Summer of 2014, she was a Policy Intern for the White House Initiative on Educational Excellence for Hispanics where she worked on the Initiative’s STEM portfolio
The following article was published on Univision.com. You can read the original article in Spanish HERE.
Each year, in honor of Hispanic Heritage Month we recognize and celebrate the rich histories and significant contributions made by Hispanics throughout this great nation. With over 54 million people, Hispanics are the largest, youngest, and fastest-growing minority group, and will represent 70 percent of our nation’s population growth between 2015 and 2060. From preschool to postsecondary education, Hispanic representation is palpable. Hispanics now make up the majority of students in our public schools, with 1 out of every 4 students in K-12 grades. Similarly, college enrollment is up more for Hispanics than any other group.
Earlier this year the President said that 2014 would be a “year of action”. In this spirit, the White House Initiative on Educational Excellence for Hispanics (Initiative) officially launched our “Anniversary Year of Action” – a call to action to expand upon the progress and achievement made in Hispanic education.
As a community, we have made significant progress. According to the Census Bureau (2011), the Hispanic high school dropout rate has been cut in half from 28 percent in 2000 to 14 percent in 2011.The Hispanic graduation rate has increased to 76 percent – an all-time high. College enrollment among Hispanics reached a record high and continues to increase. In 2012, the college enrollment rate among 18-to-24-year-old Hispanic high school graduates was over 49 percent, up from 31 percent in 2002.
We recognize there is more work to do and that it’s a shared responsibility—everyone will have a role to play in ensuring the continued success of our community. Over the coming year we will highlight “Bright Spots” that are providing a quality early childhood education, robust and rigorous K-12 education experiences, supporting increased participation in STEM courses, promoting promising practices, partnerships, and institutions of higher education that are graduating more Latinos ready and prepared to enter the competitive workforce, preparing more Hispanics into the teaching profession, while highlighting collaborative efforts supporting our young Hispanic girls and boys through the President’s initiative My Brother’s Keeper.
We will continue working towards the President’s 2020 goal of once again leading the world in college completion. Over the last 12 months, the Initiative has been deeply committed to amplifying the Administration’s education agenda, building partnerships and expanding commitments to support education for Hispanics, while also highlighting the Hispanic community’s progress. Through a number of activities – from national policy forums and back-to-school tours to webinars and twitter chats – we reached over 100,000 stakeholders around the United States and Puerto Rico. We heard from parents, students, non-profit, state and local government, business and philanthropy leaders, and educators about their work and challenges. Through strategic outreach and engagement, we learned that the Hispanic community is not only making great strides but eager to reframe the narrative.
We look forward to building on previous successes and producing more helpful tools like our “¡Gradúate! A Financial Aid Guide to Success”, published this May. The bilingual guide – designed to help students and families navigate the college enrollment and financial aid process includes key information about federal financial aid resources available and on scholarships supporting all Hispanic students, including those granted Deferred Action for Childhood Arrivals and non-U.S. citizens. We will continue to work towards increasing the number of Hispanic teachers through innovative strategies, such as our #LatinosTeach social media campaign launched this month.
And just this Monday, the White House, as part of Hispanic Heritage Month celebrations, honored Latino Educators “Champions of Change” who are doing extraordinary work to educate the next generation of Americans. These Champions have distinguished themselves by devoting their time and energy to creating opportunities for young people to succeed, particularly in low-income communities. The event showcased these leaders and the exceptional contributions to this country. Because, we know that by highlighting progress in action, we will ensure a bright future for the Hispanic community.
Alejandra Ceja is the Executive Director of the White House Initiative on Educational Excellence for Hispanics
What’s hope got to do with it? When the “it” is the persistent achievement gaps for African American and Hispanic students, the answer is a lot.
I don’t know if Bill Strickland, a 1996 MacArthur Fellow and visionary arts education entrepreneur, and Richard Carranza, superintendent of the San Francisco public schools, have met (my guess is they have not), but they must be channeling one another.
The two have a lot in common, and at the top of the list is an absolute conviction to the role of the arts in creating the needed learning environment for minority students in high-poverty schools to achieve academically, thrive in and outside of school, and graduate career and college-ready. Coincidentally, Strickland and Carranza keynoted national forums on arts education — for the Arts Education Partnership (AEP) and the White House Initiative on Educational Excellence for Hispanics (WHIEEH), respectively, within the past month. The forums provided a propitious run-up to National Arts in Education Week, Sept. 14-20, so designated by the U.S. Congress in House Resolution 275. Click here for the full agenda of the AEP forum and a link to the video of Bill Strickland’s keynote address.
In the 1960s, Frank Ross, a visual arts teacher in the blighted north Pittsburgh community of Manchester, took an inquisitive high school student who was otherwise headed for a pretty rough life under his wing. Bill Stickland found his identity and a reason to come to school in Frank Ross’s art room, where he learned ceramic making and much more. That art room provided the essential ingredients for a poor kid who lacked purpose and hope — “clay, sunlight, and somebody to believe in him.” They are the very same ingredients of the Manchester Craftsmen’s Guild’s School Day Arts Education program today, where more than 500 Pittsburgh high school students attend ceramics and photography classes weekly and have a near perfect high school graduation rate.
“It’s environment,” Strickland told the more than 250 AEP forum attendees, “and it’s values” that include an aesthetically pleasing setting and an engaging curriculum. Couple these with a presumption that students can perform when given the right opportunities, and it results in students’ engagement and success, according to Strickland. For him, it’s as simple as “beautiful environments create beautiful kids; prisons create prisoners.”The arts opportunity gap
Both keynote speakers offer hope in the face of sobering realities for African American and Hispanic students, for whom the achievement gaps are persistent despite recent significant upward trends in high school graduation rates for students of color. For students in high-poverty schools, there also are profound opportunity gaps.
In his recent remarks marking the 50th anniversary of the Civil Rights Act at Howard University, Education Secretary Arne Duncan pointed to the lack of Advanced Placement courses and gateway-to-college classes in advanced math and sciences for African American and Hispanic students, opportunities too often unavailable to students of color in high-poverty schools. In his videotaped remarks to the WHIEEH forum audience, the secretary cited benefits of arts education, particularly for Hispanic students, and acknowledged an “arts opportunity gap” for many students in high-poverty schools. In the most recent national survey of access to arts education in public schools, the National Center for Education Statistics reported a 15-percent gap in music and visual arts offerings between the lowest and highest poverty schools.
The arts can provide needed hope
Arts education, as the National Arts in Education Week congressional resolution notes, offers a wide range of benefits for all students, from developing 21st century skills like critical thinking and cross-cultural understanding to the “creativity and determination necessary for success in the global information age.” But for students in high-poverty schools, hope — like Bill Strickland and Richard Carranza experienced as young students and are paying forward for students in Pittsburgh and San Francisco today — deserves our attention.
The work of Gallup Education senior scientist Shane Lopez on the role of hope in schools was featured in a 2014 New York Times Next New World Forum broadcast. A recent survey in elementary schools revealed that students whose ideas and energy for their future pathways are valued are 30 times more engaged in their learning. That happens, according to Gallup Education CEO Brandon Busteed, when schools are committed to building on the strengths of each student and have teachers who make students excited about the future. “Hope as a strategy is really crucial” for all students, he observed, but especially those for whom the possible pathways to college and careers are impossible to see in high-poverty schools.
“If you believe you’re going to die at 16, 17, 18, you live a very different life than if you believe you’re going to live to be 65, 70, 80, or 90,” Secretary Duncan told the Howard University audience. Holding his right hand as if to finger the valves of a Mariachi trumpet, Superintendent Carranza observed that “when [students] have this in their hand, they won’t hold this,” letting his fingers rotate 90 degrees downward to mimic a handgun grip. A Pittsburgh art teacher knew about hope and passed it along, accompanied by the knowledge and skills that gave a young Bill Strickland the vision for a brighter future, one that led him to the University of Pittsburgh, for which he now serves as a trustee.
“We cannot promote a brighter future for our students and our country,” Secretary Duncan told the WHIEEH forum attendees, “without advocating for the arts as a critical subject in education. The President and I agree — the arts are so important when it comes to student learning, achievement, and success.”
Doug Herbert is a special assistant in the Office of Innovation and Improvement and editor of the OII home page.
Every year, thousands of children are suspended or expelled from preschool in the United States. Yes, three- and four-year olds are removed from the classroom at this early age. The findings from the U.S. Department of Education’s Office for Civil Rights’ recent Civil Rights Data Collection highlight the outcomes of school discipline policies and practices throughout the country. It is considerably difficult to ignore the implications of these facts on access and attainment of a quality education. In particular, exclusionary discipline policies in schools across the United States disproportionately affect boys and young men of color. Policy makers and educators are now coming together at all levels to address the school-to-prison pipeline. This calls for a collaborative and comprehensive solution. It is a shared responsibility to shine the spotlight on parts of our population that have long been underserved – for America’s future and our global competitiveness depend on it.
Let’s talk about facts. Our young men of color, including Hispanic, African American, Asian American and Pacific Islanders, and American Indian and Alaskan Native males, are an at-risk population. Collectively, they are among the fastest-growing segments of our country’s population, representing nearly half of all males under age 18 throughout the country. Studies show that this particular subgroup of the general population is, on average, a year to a year–and-a-half behind girls in reading and writing abilities, and most boys in grades 4-8 are twice more likely than girls to be held back a grade. Data also show that boys are suspended or expelled at higher rates than girls (see figure below). The gender gap is even more prevalent in special education: boys are seven times more likely to be diagnosed with attention deficit disorder or attention deficit hyperactivity disorder; in some school districts, they are up to ten times more likely to be diagnosed with serious emotional and behavioral disorders. Further, there are added challenges, because more boys and young men of color live in high-poverty neighborhoods, and/or with only one parent than their white counterparts  . It is important that all youth in these circumstances, including boys and young men of color, receive the academic, emotional, and social support they critically need. President Barack Obama may be the first person of color to become president in our nation’s history – but the disparities facing these young men remain alive and well.
In light of demographic projections, it is important to recognize that our nation’s future is inextricably linked to ensuring the success of all groups of young people, including these young men. For example, it is expected that Latino males ages 10-24 will grow by 3.7 million between 2013 and 2040 while the white male population in that age category will actually decline by 2.6 million. Recognizing America’s changing landscape has never been more necessary. Policies that strengthen communities are critical to ensuring that we keep all young people in school rather than charting a path to the juvenile justice system by suspending them or expelling them for minor offenses. An educated workforce is key to America’s global competitiveness, and as a nation, we cannot stand idle while other countries out-educate and out-compete us. Addressing the school to prison pipeline also benefits our economy. Studies show that exclusionary discipline policies have direct financial implications for a school district. In California, the Fresno Unified School District saw 32,180 school days missed due to suspensions, resulting in more than a million dollars lost in funding based on students’ average daily attendance. Just like in this district, there are millions of dollars being lost due to student suspensions all across the nation.
Of course, we cannot begin to address the issue if we aren’t aware of it.
This past summer, I worked as a policy intern at the White House Initiative on Educational Excellence for Hispanics (Initiative) at the U.S. Department of Education. The Initiative works with stakeholders in the private and public sectors to advance a strategic policy and outreach agenda to help tackle critical education challenges facing the Hispanic community, including discipline policies that disproportionately impact young men of color, including Hispanics. The Obama Administration has made equity and opportunity for all Americans a priority. In particular, the inequities that continue to exist in many pockets across the nation for many, including our young boys and men of color, have galvanized action and a movement.
Earlier this year, President Obama launched the My Brother’s Keeper Initiative (MBK) which aims to address opportunity gaps faced by boys and young men of color and ensure that all young people can reach their full potential. Through MBK, the private and philanthropic sectors have also come together to invest in the best practices addressing key issues that help all young people, including young boys and men of color, succeed. As part of this effort, the U.S. Departments of Education and Justice, along with organizations across the country are working to reduce counterproductive policies like zero-tolerance that can lead to disproportionate school suspensions and expulsions. Most recently, the President highlighted the Council of Great City Schools’ commitment wherein sixty of the nation’s largest urban school districts have created an eleven-point plan that stretches from early childhood to graduation, including programs to reduce suspensions and expulsions. In that same vein, the private sector has announced multi-million dollar investments to create mentoring programs and additional programs to address disparities in school climate. 
In that same spirit, it is up to all of us – educators, students, parents, non-profits, business, community leaders, government and faith-based leaders – to work together and invest in America’s education. How can one invest? Invest your time by becoming a mentor in your community. Research shows that the presence of a mentor helps significantly improve the lives of a young person. There are various opportunities to become a mentor. You can join the President’s call for mentors here. In the words of my school’s founder Benjamin Franklin, keep in mind that “an investment in knowledge pays the best interest.”
Jesus Perez is an International Relations major and the junior class president at the University of Pennsylvania. As an intern for the White House Initiative on Educational Excellence for Hispanics during the Summer of 2014, he worked to enhance and advance the President’s My Brother’s Keeper initiative.
Biology Teacher in Salinas, CA
Juan Govea has deep ties to his community: he teaches biology at the high school he attended, in the city where he was born and raised. As a young adult, Juan searched for a career that would meld his passion for science with his family’s long-standing commitment to social activism. While earning his degree in Environmental Sciences at the University of California, Santa Cruz, Juan began to consider teaching. After college, a year of teaching special education students inspired Juan to enter the profession. He gained a M.Ed from Stanford University and returned to his home town to teach biology at Salinas High School. He is guided by his core belief that education is key to leveling a social and economic playing field that is too often stacked against large segments of our society. While at Salinas High School, Juan helped found the systematic intervention committee, a program that identifies and assists students in danger of failing. He has served as science department chair and the school’s coordinator for AVID – a program designed to guide first generation college-bound students. He also sits on the board of the Monterey Bay Aquarium, where he works to bridge the divide between the world-renowned institution and local children.
Why do you teach? I teach because I believe equal education for all is the social justice issue of our generation.
What do you love about teaching? Schools and students are amazing beacons of hope. Students hope to ace a test, to play well in the big game, to achieve a better life for their children. Being around all that youthful hope is invigorating and inspiring.
When you were a student, was there a great teacher who inspired you? I was blessed with many great teachers. In kindergarten, Mrs. Helgren taught me how fun exploration could be. In Mrs. Gerstl’s geography class in third grade, I learned what a large world we lived in. In seventh grade, Mrs. Kendall taught me to express myself in words. As my U.S. History teacher (and later as my colleague), Mrs. Thure showed me how to be a good teacher, every day of every year.
Silvia Rodriguez Macdonald
Elementary ESOL Teacher in Clarksburg, MD
Silvia Macdonald is an accomplished teacher and leader driven by her own experiences as a minority student to teach current youths. Of Cuban and Spanish descent, Silvia has relied on her personal experiences to provide opportunities for the success and advocacy of Hispanic children and English Language Learners. Her daily goal is to make a difference in the lives of the children she teaches and the community by affecting a positive change. Silvia transitioned into the educational field in 2005 after working as a real estate agent. It was in this career that Silvia noticed the difficulty of educating first-time homebuyers who were Hispanic and had difficulty with English. Deciding she could better serve the community as an English instructor, Silvia has served as the English for Speakers of Other Languages (ESOL) teacher at Lois P. Rockwell Elementary School since 2005. Silvia has also served as a member of Rockwell Elementary School’s Instructional Leadership Team, co-chair of the Science, Technology, Engineering, and Mathematics (STEM) Professional Learning Community (PLC), co-chair of the Reading and Writing PLC, and leads the ESOL and Academic Support teams. She has also chaired the Montgomery County Education Association’s ESOL Labor Management Collaborative Committee. Silvia is an active member of the Elementary Council for Teaching and Learning and serves on the Council’s Cultural Competency and Equity sub-committee. In 2012, Silvia was selected as a White House Champion of Change by the White House and the President’s Advisory Commission on Educational Excellence for Hispanics.
Why do you teach? My passion for teaching is driven by my amazement of how children grow, develop, and learn. Over time, children’s experiences impact their learning and their future. My desire is to help bring equity to their learning experience and impress upon each child that they can be and do anything they want as long as they make the effort to be successful in their achievements. Every child’s first teachers are their parents. For some, they may face many challenges. I hope that I can be a teacher of inspiration to all of my students and my children, just as my mother was to me. As a divorced mother, she was my first teacher. Although we faced many challenges, she always instilled in me that my education was important and that it was my education and my efforts that were going to help me achieve great success.
Bobbi Ciriza Houtchens
San Bernardino, CA
Bobbi has had a long and storied career as an educator and finally retired after 40 years of teaching English and English language development. She currently lives in Los Angeles works as a consultant to support teachers who have English learners in their classrooms. Before her retirement, Bobbi worked in a variety of classrooms, from traditional to migrant labor camps. She also worked with educators in Oaxaca, Mexico. Bobbi’s formal academic training consisted of earning a B.A. and Licenciado from Elbert Covell College at the University of the Pacific, completing the requirements for three majors: Latin American Politics, Teaching English as a Second Language, and Spanish. Bobbi also earned a M.A. in Bilingual/Bicultural Literacy from California State University San Bernardino. Her inspiration comes from the stories of her immigrant mother, who often suffered great cruelties such as being sprayed by school nurses with insecticide for simply being an immigrant unable to speak English. Bobbi has also worked as a U.S. Department of Education Teaching Ambassador Fellow in the Office of English Language Acquisition.
Why do you teach? I have always felt compelled to teach in order to make the world a better place, even if it is just for one student at a time. I started when I was very young, bribing neighborhood kids with candy to come to “school” in my backyard, and I haven’t stopped since! A large part of my motivation was to make sure that the horrible things that happened to my mother in school never happened to other students.
What do you love about teaching? It’s difficult to list all that I love about teaching. I love the sound of “aaaahhh” when students finally get something they have been struggling with. I love the connection I get with students and their families, the satisfaction on their faces when they accomplish what they believed was impossible and knowing that I had a part in that satisfaction. I especially love hearing from students years after they have been in my classes and having them tell me that my words still ring in their ears, especially when life is tough. I still continue to inspire them somehow. That is priceless and gives my life meaning!!
When you were a student, was there a great teacher who inspired you? I had two teachers who inspired me: Mrs. Bose in second and third grades, who turned me into a reader and writer. She loved me and believed I was going to be a great writer. Mr. Winsor, my high school Spanish teacher, who also loved me and believed that I was going to do something great some day and that I could do it better if I was fluent in Spanish. They were both tough, demanding, dedicated teachers.
Last January, I listened to the President ask hundreds of college presidents to increase college opportunity for all Americans. He asked them to help because a college degree remains one of the surest pathways into the middle class in America, and is an especially powerful engine of social and economic mobility.
Over this decade, nearly 8 in 10 new jobs will require some postsecondary education or training beyond high school. And of the 30 fastest growing occupations, half require a college degree. At the same time, college graduates earn an average of 77 percent more per hour than a high school graduate. President Obama set forth a goal early in his first term to guide our work in education – to lead the world with the highest proportion of college graduates by 2020.
And yesterday, I had the privilege of joining Secretary Duncan in meeting with community college leaders who have made new commitments to ensure student success, because, in order to make progress on our goal to be first in the world, we need to embrace some of the foundational challenges to college enrollment, persistence, and completion.
Our nation’s community colleges are the engines of our higher education system. As the largest part of America’s higher education system, these institutions provide the education and training to prepare our 21st century workforce and are an ideal place to raise the knowledge and skills of our workforce – and to meet the academic needs of a diverse population of learners, from recent high school graduates to adults seeking new skills.
Following yesterday’s meeting, today we are announcing several developments in our efforts to expand college opportunity for all:
- The White House announces second College Opportunity Summit: The Administration is announcing that the White House will host another College Opportunity Summit on December 4, 2014. The goal of this conference will build on the work launched in the first College Opportunity Summit last January, while launching initiatives in new areas. This year’s summit will focus on building sustainable collaborations in communities with strong K-12 and higher education partnerships to encourage college going, and supporting colleges to work together to dramatically improve persistence and increase college completion, especially for first-generation, low-income, and underrepresented students.
- New community college partners working to expand college opportunity: The Administration is announcing 14 new commitments by community colleges to expand college opportunity by strengthening college readiness for academically underprepared students, building on the more than 100 colleges and universities and 40 nonprofit organizations who made commitments in January.
- New commitments from the field to strengthen college readiness: The Department of Education’s Institute for Education Studies (IES) is launching a new Center for the Analysis of Postsecondary Readiness (CAPR) led by the Community College Research Center (CCRC) at Teachers College, Columbia University and the social policy research organization MDRC that will work to strengthen the research, evaluation, and support of college-readiness efforts across the nation. In addition, Khan Academy is announcing new commitments that will focus on technology-based solutions customized to improve student success in developmental math. Lastly, the Great Lakes Higher Education Guaranty Corporation will commit $5 million, partnering with MDRC, the Ohio Board of Regents, and City University of New York (CUNY) to replicate CUNY’s successful Accelerated Study in Associate Programs (ASAP) to support as many as 2,000 community college students in Ohio to help more students graduate sooner.
- Continued progress on ongoing college opportunity commitments: In addition to new commitments, we continue to make progress on our previously announced efforts to expand access to college for all students, including efforts to improve the effectiveness of college advising and enhance support for school counselors, and increasing efforts to boost student achievement in science, technology, engineering, and mathematics (STEM) and to broaden participation in STEM fields to women, underrepresented groups, and students from low-income or underserved communities.
These efforts have inspired engagement and supported the progress of education leaders who are taking collective action in their schools, on college campuses, and in their communities to do all they can to help more low-income students prepare to enter and succeed in college.
Cecilia Muñoz is an Assistant to the President and Director of the Domestic Policy Council.