White House Initiative on Advancing Educational Equity, Excellence, and Economic Opportunity for Black Americans

The 2016 African American Women Lead (AfAmWomenLead) Initiative’s  Commitment to Serve is underway!

AfAmWomenLead invites organizations, individuals, and institutions to get involved. To join the commitment campaign of one million hours of service, the White House Initiative on Educational Excellence for African Americans has provided interested parties with #AfAmWomenLead–Get Involved, a resource for all to:

• Review and propose  service opportunities;
• Get answers to Frequently Asked Questions; and
• Commit to serve

Join hundreds of thousands to support learning and service opportunities for Black women and girls by exploring ways to get involved!

Following an historical federal agency convening of Black women and girls to address challenges faced in schools and communities, the White House Initiative on Educational Excellence for African Americans established the African American Women Lead (AfAmWomenLead) Initiative to ensure sustainable, safe and supportive preschool through college completion environments and advance access to Science, Technology, Engineering and Mathematics (STEM). AfAmWomenLead represents nationwide partnerships with organizations pooling their collective impact and networks for a monumental commitment–one million hours of service with Black girls in 2016.

 

To learn more about the themes discussed during the inaugural convening, please visit our AfAmWomenLead Convening Memo.

 

The White House Initiative on Educational Excellence for African Americans has had amazing interns and fellows with a diversity of experiences and backgrounds. Below, please find the start of an article written by Bakar Ali – a summer 2015 graduate intern. Bakar joined us from the Wagner School at New York University and brought his unique perspective as an international ambassador for the deaf, new American from Somalia, and a devout Muslim. While a member of the team, Bakar focused his efforts on exploring ways African Americans could better take advantage of global education. We hope you find Bakar’s research paper insightful and useful during this International Education Week.

By: Bakar Ali

August 3, 2015

African American Students are underrepresented in Study Abroad
(Read Bakar Ali’s full paper HERE)

In response to globalization, higher education programs, federal agencies and non-profit organizations have established study abroad programs to provide students with an opportunity to gain valuable experience abroad. According to Dr. Allan E. Goodman, President of the Institute of International Education, “international experience is one of the most important components of a 21st century education, and study abroad should be viewed as an essential element of a college degree and critical to preparing future leaders.”[1] Study abroad opportunities allow students to learn about other societies by living and interacting with local communities-learning their customs and traditions. These experiences help students develop an appreciation for different cultures as well as adopt new perspectives on their own American culture.[2] Dr. Goodman and Stacie Nevadomski Berdan insist that “learning how to interact with people from other countries and cultures equips future leaders in all sectors to address urgent issues shared across borders.”[3] Additionally, students who study abroad are also more likely to develop leadership skills, problem solving skills and an increased ability to cope with difficult and unfamiliar situations.[4] The skills mentioned are critical for students to possess in this global economy.

Bakar closes by making the following recommendations –

To address the low representation of African American students in study abroad, which is a critical opportunity, the following recommendations should be considered and pursued:

• A program to increase African American mentors in colleges that provide study abroad programs should be created to be resource for African American students who are interested in study abroad.
• Colleges should increase their outreach to African American students in order to share with them about study abroad opportunities. Direct outreach by professors and advisors have huge positive impact on student interest in study abroad therefore it should be main outreach methods that study abroad in colleges uses to attract underrepresented students like African Americans.
• Study abroad advertising materials should reflect the diversity of the student body in American colleges
• U.S Department of Education should encourage colleges to establish funds to support students who are not able to cover the cost of study abroad trips (e.g: flight and accommodations).
• The Department of Education should also allow students to use their financial aid for flights and accommodations. This would allow more minority students to take advantage of financing study abroad with their financial aid.
• Additional scholarly studies on study abroad programs/global education and African Americans should be conducted. Currently, there are few studies that have been done on study abroad specifically related to African Americans. Studies would assist policy makers to establish policies and priorities that will address the underrepresentation of African American students in study abroad.

[1] “Africa: International Students in the United States and Study Abroad By American Students Are At an All-Time High.” AllAfrica.com. N.p., 21 Nov. 2014. Web. 02 July 2015.

[2] Bandyopadhyay, Soumava, and Kakoli Bandyopadhyay. “Factors Influencing Student Participation In College Study Abroad Programs.” Journal of International Education Research 11.2 (2015): 87.

[3] Goodman, Allen E., and Stacie Berdan. “Every Student Should Study Abroad.” New York Times. N.p., 12 May 2014. Web. 2 July 2015.

[4] Bandyopadhyay, Soumava, and Kakoli Bandyopadhyay. “Factors Influencing Student Participation In College Study Abroad Programs.” Journal of International Education Research 11.2 (2015): 87.

In the context of school discipline, in my experience, students have regularly shared their pain and frustration of not being able to connect the discipline received to the infraction or explanation provided by adults who say they care about them.

This is just one of the many reasons why the Department of Education is committed to rethinking school discipline.

During the 2015 Congressional Black Caucus Foundation’s Annual Legislative Conference in September, I participated in a panel discussing disparities in school discipline, specifically strategies to dismantle the school-to-prison pipeline. Anita Sewell shared her story of being suspended for correcting her teacher about the history of civil rights activists. Sewell was frustrated with what she deemed a flawed lesson, and knew her tone of voice likely became inappropriate, but she also thought her voice was neither valued nor heard. I frequently hear versions of this story throughout the country in my role as Deputy Director of the White House Initiative on Educational Excellence for African Americans.

In October, I joined a panel with Miajia Jawara, a youth advocate and member of the Dignity in Schools Campaign. Miajia began by highlighting what felt like a positive experience, noting she was given an alternative to suspension by an educator who felt she was gifted and special – only to realize all of her classmates weren’t getting that same second chance. While appreciative, Miajia and other advocates struggled with feeling some students were placed on a pathway to juvenile justice and ultimately long-term confinement. This was amplified with the release of a fact sheet during the event showing the huge gap in investments between funding for schools and funding for jails in some states.

These examples, and many others like them, highlight the need for caring and concerned adults to consider how and why students face consequences in schools and communities. Rethinking school discipline should mean using data to inform us about where there may be harsh and unfair practices, as well as considering what it looks like to hold students accountable for their behavior in ways that support positive development and accelerate learning and achievement. Using tools like the story maps created by the U.S. Department of Education to view a district’s discipline story can move stakeholders from being unclear how they can help to action, and ensure all students’ rights are protected.

Recently the National Black Child Development Institute celebrated its 45^th annual conference. I participated in a panel discussion where we were charged with analyzing connections between education and the criminal justice system. Jeremiah, an eight year-old, asked the crowded room of adults how he can be sure his teachers will keep him safe and secure at school. The fact that he felt the need to ask this question was not only heart-wrenching, but also showed that even our youngest scholars grapple with the messages we send them when we exclude them from schools. Jeremiah’s reality is also a reason why we are being proactive about taking steps to eliminate exclusion from schools for our youngest students.

Children, like adults, sometimes make mistakes. Students understand the power of their voice and also acknowledge they don’t always act appropriately. However, they expect adults to see them as valuable from the moment they arrive at school, and to support their path into adulthood especially when they make mistakes. Please join the Administration as we continue to Rethink Discipline, making sure every student not only has a high quality school to attend, but feel welcomed the moment they enter our doors, receiving our love at first sight.

Khalilah M. Harris is Deputy Director of the White House Initiative on Educational Excellence for African Americans.

** This blog has been reposted from the U.S. Department of Education Homeroom Blog

**Cross posted from the US Department of Education Homeroom Blog

Growing up in a family of immigrants is a special experience shared by many Americans. As a child of Costa Rican and Jamaican immigrants, I learned firsthand how important it is for schools and community organizations to build bridges to new American families.

I grew up with the pulse of merengue and salsa, reggae and soca music flowing both through my household and the windows to the city streets of Brooklyn, New York. Spanish was spoken fairly regularly at home and only spoken during visits to cousins and grandparents. Thankfully, in my neighborhood, just about everyone was from somewhere and building bridges between school and home designed to support the cognitive, social and emotional development of all students was a part of the fabric of the community.

We know the Black community in America is rich with many cultures and languages and has been evolving in the past few decades. In fact, according to the Pew Research Center, the United States presently has the largest number of foreign-born Black people in history—a number that continues to increase. Navigating household, community and school culture can be a difficult situation for young people and it is critical schools are prepared to support our youngest new Americans.

The White House Initiative on Educational Excellence for African Americans (Initiative) is releasing the first in a series of tools developed in partnership with the US Department of Education’s Office of English Language Acquisition (OELA) to support educators and communities who work with Black students and families from around the world.

The fact sheet we are releasing today highlights key demographic data about where Black immigrants who are English learners are from, with careful attention to identifying languages spoken in their homes. Over 40% of students who are Black immigrants and primarily speak another language, speak Spanish. Many school district leaders are taking important steps to equip teachers and school leaders with the tools necessary to be thoughtful and effective. It is our hope this fact sheet, in addition to the forthcoming tools in the series, will support educators as they work to support the learning and development of ALL students.

During Hispanic Heritage Month and beyond, the White House Initiative on Educational Excellence for African Americans celebrates the richness of Latino people and culture in the United States. Like my grandmother who came to the United States with little education, leaving her children behind, temporarily, to create a safe and supportive space for them and my father who followed years later, many new Americans come to this country with a clear understanding of how education can increase access to opportunity and strengthen families in the process. The Initiative looks forward to continuing to provide tools to and partner with communities across the nation to expand educational opportunity and accelerate achievement.

Khalilah Harris is the Deputy Director, White House Initiative on Educational Excellence for African Americans

On September 21, nearly 100 high school students from Washington D.C., Maryland, and Virginia gathered at the White House to participate in the launch of the White House Initiative on Educational Excellence for African Americans’ (Initiative) Screening and Discussion Series (AfAmEdFilms). Panelists who spoke during the event include: Robin Hauser Reynolds, Director of Code: Debugging the Gender Gap; Dr. Kimberlyn Leary, Senior Advisor to the White House Council on Women and Girls; Dr. Kamau Bobb, Program Director and Directorate for Computer and Information Science & Engineering at the National Science Foundation; and Chiamaka Okoroha of Microsoft.

AfAmEdFilms will highlight films and multimedia that disrupt negative stereotypes and depict positive and compelling stories of African American students, families, and communities striving for academic excellence. AfAmEdFilms will also encourage active engagement and showcase resources to facilitate opportunities for caring and concerned adults to support the learning and development of African Americans. The first film, Code: Debugging the Gender Gap, discussed racial and gender disparities in STEM programs and careers and provided a platform for a solutions-oriented discussion of ways to increase access and opportunity to the STEM pipeline for Black youth. The film supports several priorities of President Obama’s administration including efforts to increase access to and success in STEM courses and careers and supporting women and girls of color.

Megan Smith, United States Chief Technology Officer Policy, provided opening remarks, encouraging students to see the “magic in technology, math and science.” Kimberly Bryant, Founder of Black Girls Code, addressed the audience, arguing that the solution to increasing the number of Black women and girls in STEM is to, “get girls interested in coding early on, so we can change the pipeline. The future is literally in your hands, and it will be written in code. There is no knowledge gap, just an opportunity gap,” she said.

During the panel discussion following the screening, of CODE David Johns, Initiative Executive Director, highlighted how the Initiative is increasing STEM success, including by collaborating with the National Science Foundation to ensure that students have access to Computer Science, Algebra, and other gateway courses required for success in STEM.

Miaela N. Thomas, M.S., School Counselor of Frederick Douglass High School, watched a transformation in her student as the youngest panel member, recent Computer Science graduate Chiamaka Okoroha, spoke on the panel. “The look in her eyes was something I’d never seen before and when she said, ‘I want to take a picture with her and meet her, I knew then that she had finalized what she wanted to major in when she goes to college,” she said.

Johns closed by reminding the students they are obligated to graduate from college; find their passion by celebrating and creating things that interest and move them; and use their brilliance for good—to improve our communities and our country.

Each month, the AfAmEdFilm Series will highlight an important theme in the field of African American education. For more information visit www.ed.gov/AfAmEducation.

Additional Films included in the AfAmEdFilms Series are as follows:

October:
He Named Me Malala
The Souls of Black Girls

November:
Tested

December:
The Rule

January:
The Inevitable Defeat of Mister and Pete

February:
Selma

March:
TBD

April:
The E-Word: A Documentary on the Ebonics Debate

May:
American Promise

June:
The Homestretch

(Please note: This list is not exhaustive and subject to change.)

Note: This article is also posted on the U.S. Department of Education’s Homeroom blog.

By: Lauren Mims

I will never forget my experience working as a Mile 22 Hydration Station volunteer at the Boston Marathon when bombs exploded at the finish line. I can still picture the chaos that ensued moments after the bomb exploded at the finish line: the speeding of police cars from the security station behind me, the confused looks from runners who asked me what was happening, the screams from sprinters passing by as they called the names of fellow teammates, and the sobs of onlookers doubled over in fear and distress. I offered Gatorade and words of comfort to runners until the road in front of me was clear.

After the bombing, I found myself exhibiting common reactions to trauma. I had trouble focusing during my graduate classes, found myself clutching my chest in fear every time I heard a siren or car horn, and returned to my apartment at the end of each day incredibly fatigued and unable to concentrate or sleep. The sights and sounds of the world suddenly felt overwhelming. With support from friends, family, and professors as well as access to free resources from school and local community agencies, I began to recover after about three weeks.

 

A year later, when Arianna*, one of my African American eleventh grade students with a cumulative gpa below a 1.0, told me she felt like she was never “fully there” in the classroom, always felt like she was having mini panic attacks, and desperately wished for a break from “all of the noise,” I noticed similarities in her symptoms with my own traumatic experience. She remarked that once, when the stress and panic felt like too much to bear alone, she checked into the ER and was hospitalized overnight for suicidal thoughts. She spoke of instances of trauma and intense prolonged daily toxic stress she experienced raising her young son as a teen mom with little support in a low-income neighborhood with a high concentration of violence and drug use. She attributes meeting caring and concerned adults in my weekly program as inspiration to graduate and explore community college.

 

According to the National Child Traumatic Stress Network, one out of every four children in school has been exposed to a traumatic event that may have a detrimental effect on the health and wellbeing of students. Unfortunately, some stories of students who do not find support end in tragedy. Notably, a recent study found that the rate of suicide among African American children between the ages of five and eleven has doubled in the past two decades (Bridge et. Al., 2015). Between 1993 and 2012, African American children were three times more likely to commit suicide than white children. While the suicide rate for white youth decreased significantly from 1.14 to 0.77 per million, the suicide rate for African American youth increased significantly from 1.36 to 2.54 per million during this time period. The suicide rates for both African American boys and African American girls increased, though only the rate for Black boys was significant. A previous National Institute of Mental Health study found that Black girls between the ages of thirteen and seventeen may be at a high risk for attempting, but not committing suicide (Joe et. al., 2009.

 

Researchers suggest that disparities in suicide rates between Black and white youth could be attributed to an increased likelihood of exposure to violence and victimization, punitive school disciplinary practices that cause a school-to-prison pipeline, early pubertal onset that increases the risk of anxiety and depression, and toxic stress that can lead to trauma and posttraumatic stress disorder. Additionally, when African American youth experience adversity, they are less likely to seek help from a mental health professional.

 

Have the Courage: Get Involved!

 

It is important to seek help by reaching out to a school counselor, pediatrician or mental health professional if you think you or your child may be experiencing symptoms of a mental illness and/or toxic stress.

 

Caring and concerned adults can play an important role in supporting youth by:

• listening and validating emotions and experiences
• advocating for youth by knowing the symptoms of toxic stress and mental illness
• connecting youth to resources that can promote resilience and lessen the effects of stress

 

On July 28, 2015 we partnered with the Substance Abuse and Mental Health Services Administration (SAMHSA) and the U.S. Department of Health and Human Services (HHS) for an important discussion on supporting and strengthening the mental health of African American youth. The slides and transcripts can be found here.

 On September 24, 2015 we are hosting an #AfAmEdchat on the critical need to support the mental health of African American students. We look forward to meeting and speaking with each of you on this important issue and encourage you to tweet us questions beforehand using @AfAmEducation and #AfAmEdChat or emailing us at afameducation@ed.gov .

 

Works Cited

 

Bridge, Jeffrey A., et al. “Suicide Trends Among Elementary School–Aged Children in the United States From 1993 to 2012.” JAMA pediatrics (2015).

Joe S, Baser RS, Neighbors HW, Caldwell CH, S Jackson J. 12-Month and Lifetime Prevalence of Suicide Attempts Among Black Adolescents in the National Survey of American Life . J Am Acad Child Adolesc Psychiatry. 2009 Mar;48(3):271-82.PMID: 19182692.

             Bakar Ali is a Masters of Public Administration student at Robert F.Wagner Graduate School of Public Service at New York University. He did his undergraduate studies at Rochester Institute of Technology in Rochester, New York, where he double majored in Urban and Community Studies and International Studies. He also minored in Political Science. Bakar is a recognized student leader. He currently serves as the President of Wagner Student Association at NYU. He is a member of Global Partnership on Children with Disability Youth Council advocating for the right of children with disabilities. In addition, he is a fellow of NYU Social Sector Leadership Diversity. He believes “you must be the change you wish to see in the world”. Bakar served in AmeriCorps working with homeless youth and refugees. His public service and outstanding leadership has been recognized with various awards including the Distinguished Public Service Award, the Newman Civic Fellow, and a New York State Senate Resolution. Bakar has a strong interest in community advocacy and access to opportunities for minority students and students with disabilities. While interning with the White House Initiative on Educational Excellence for African Americans, he will be focusing on increasing engagement in global education and international experiences for African American students.

               Travis Davis, a native of Mobile, Alabama, is an alumnus of Saint Paul’s Episcopal School. In his collegiate career, he studied at Morehouse College, Bishop State Community College, and the University of South Alabama. Travis is currently a Master’s of Education candidate at the University of Massachusetts, Amherst. His concentration is in Social Justice Education, focusing on African American history, the intersections of color, gender, and class within that history, and how these marginalized identities continue to impact access to equitable educational experiences today. Some past research projects he has been a part of include examining the dynamics between Ralph Ellison and Albert Murray written about in Trading Twelves, a Voting Rights Act documentary aimed at Black high school youth in the Mobile County Public School System, and a study concentrating on the significance of Black student achievement in Mobile County across class, gender, and generational identities. Travis is also currently an Assistant Resident Director at UMass-Amherst, where he resides with his family. He is an avid reader and credits Toni Morrison as his favorite writer. Travis is a committed fan of the University of Alabama’s Crimson Tide football team, and his personal hero is Dr. Martin Luther King, Junior.

                Annice Fisher is a doctoral student in the Doctor of Educational Leadership program at the Harvard Graduate School of Education. She received her Bachelors of Arts degree from the University of Illinois at Urbana Champaign and her Master of Education degree from Iowa State University. At Harvard, Annice focuses her work on building a stronger secondary to postsecondary pipeline and whole school differentiated approaches to high school success and college readiness. Annice is working with the Public Education Leadership Project (PELP) and with a K-12 and K-8 school on designing curriculum around high school success and college readiness. She has consulted with the Boston Public School District and the New York City Department of Education. For ten years as a university administrator, she created innovative academic interventions, campus-wide retention approaches, and multicultural competence initiatives for students, faculty, and staff. From 2013-2015, Annice served as the NASPA national co-chair for the African American Knowledge Community. She has also led community-based educational programs for African American youth. Annice’s simultaneous engagement in higher education and the community sparked her passion to build a stronger P-20 educational pipeline—where regardless of demography, students are academically and socially prepared to reach their highest potential.

                Courtney S. Gilmore is a native of Gainesville, Florida. Courtney received her Bachelor of Arts from the University of Florida with a double major in Criminology & Law and Sociology. After interning with the National Crime Prevention Council in Crystal City, Washington, D.C. and the Public Defender’s Office of the 8th Judicial Circuit, she has made a concerted effort to engage in the field of education with the intent to dismantle the school to prison pipeline that further perpetuates the mass incarceration issue within the United States prison system. Courtney is currently a Master’s candidate in Education Policy at Teacher’s College, Columbia University, specializing in K-12 education policy with a concentration on the disproportionate effect of school discipline policies on students of color. Through her studies, she elects to further analyze the impact of school discipline policies on the educational trajectories of Black girls, and to provide concrete policy recommendations for federal, state and local policies, to ensure that every Black girl will have an opportunity to a quality and equitable education. All in all, her topical interests include the following: educational policy, school to prison pipeline, equity, school discipline and mass incarceration.

               Alaena J. Hicks was born in San Antonio, Texas, and raised in Detroit, Michigan, where she graduated from University Prep Science and Math High School in June 2014. A first generation college student, Alaena is now a rising sophomore at Grand Valley State University in Allendale, Michigan. Throughout her teenage years, Alaena served as a youth role model at the Leland Missionary Baptist Church in Detroit where her active leadership sparked her interest to learn more about how faith can influence both the community and public policy. Over the past two years, Alaena fulfilled two internships—the U.S. Food and Drug Administration, where she shadowed the careers of the employees; and Project Healthy Schools, where she served as a student teacher to promote healthy habits and to reduce obesity of American youth. Her future goals are to educate, counsel, and mentor children on life skills that can impact their lives for the better. Alaena Hicks is the proud daughter of a mother who has worked for the federal government for more than 25 years and a father who is a retired Iraq War veteran, serving more than 25 years in the United States Air Force.

 

                Lauren Mims is a second year Institute of Education Sciences pre-doctoral fellow in the Educational Psychology: Applied Developmental Sciences program at the University of Virginia. Lauren obtained a B.A. in English and Psychology from the University of Virginia in 2012 and a M.A. in Child Development from Tufts University in 2014. As a Masters student, Lauren developed, implemented, and evaluated an eight-week intervention, Girls Rising Above Circumstances to Excel (GRACE), that improved psychological and educational outcomes for black girls in the 10th and 11th grades with a 2.0 grade point average or below. Lauren is passionate about researching and implementing successful education reform strategies that promote positive youth development and enhance educational opportunities for African American youth from preschool through higher education.

This Thursday, from March 20, 2014 from 12-1pm EST the White House Initiative on Educational Excellence for African Americans will host its next installment of #AfAmEdChat.  This edition will focus on President Obama’s new #MyBrothersKeeper initiative. “By increasing awareness of the President’s initiative My Brother’s Keeper we can each take concrete steps to reduce the barriers that race and poverty play in denying equality of opportunity” shares Deputy Secretary of Education, Jim Shelton.

The March 20^th #AfAmEdChat is one of a series of strategies the White House Initiative on Educational Excellence for African Americans is using to bring people together around issues and ideas supporting the achievement of boys and men of color. Deputy Secretary Shelton notes “Social media is the fastest and easiest way to spark discussion and exchange ideas.  Conversations about race and poverty are often difficult to have face to face and are often therefore avoided.” President Obama reminded us during the launch of My Brother’s Keeper, and Shelton adds “the unique challenges facing boys and men of color should never be swept under the rug.”

According to Deputy Secretary Shelton,  “folks should tune into the My Brother’s Keeper #AfAmEdChat to stay in touch with the latest details and help move the conversation forward. We will be sharing information regarding our process and next steps as well as ways for you to be involved and updated in this critical work.”  In addition to White House Initiative on Educational Excellence for African Americans Executive Director David J. Johns and Policy Advisor Christopher Scott confirmed guests include:

– Mike Blake – Green For All – Director of Public Policy & External Affairs & Operation Hope – Senior Advisor- @MrMikeBlake
– Mary Brown – Executive Director, Life Pieces to Masterpieces– @LP2MP
– Christopher Chatmon – Executive Director, African American Male Achievement, Oakland Unified School District- @AAMAOUSD
– Shawn Dove – Manager of Open Society Foundations Campaign for Black Male Achievement – @DoveSoars
– Angela Glover-Blackwell – Founder and Chief Executive Officers, PolicyLink – @policylink
– Shaun Harper – Executive Director, Center for the Study of Race & Equity in Education at University of Pennsylvania- @DrShaunHarper

Additionally, to support the work of My Brothers Keeper, the Initiative is hosting a series of Summits on Educational Excellence for African Americans in cities across the Nation to directly engage young people, schools, communities, philanthropy and businesses interested in implementing successful strategies.   To learn more and to register for a Summit near you visit www.ed.gov/AfAmEducation

Khalilah Harris is a fellow with the White House Initiative on Educational Excellence for African-Americans. She is an education program and policy advisor, attorney and a doctoral student at University of Pennsylvania’s Graduate School of Education.

The White House Initiative on Educational Excellence for African Americans hosted a weeklong series of virtual roundtables November 18th – 22nd, using the Twitter platform to commemorate American Education Week.  Executive Director David J. Johns engaged national experts in discussions of key educational issues.  The series was designed to increase awareness about the efforts of the President, the US Department of Education, and the Initiative to advance educational excellence for African Americans.  It also provided a platform for guests and participants to discuss issues and share or propose solutions.  Finally, the series served as an opportunity to test the Initiative’s plans to use social media to increase community engagement in 2014. 

Chat Summaries

Monday –
http://storify.com/AfAmEducation/afamedchat-kicks-off-american-education-week 
Tuesday –
http://storify.com/AfAmEducation/tuesday-nov-19th-afamedchat-picks-up-steam
Wednesday –
http://storify.com/AfAmEducation/wed-nov-20-afamedchat-on-black-male-achievement
Thursday –
http://storify.com/AfAmEducation/afamedchat-thur-nov-21-2013-those-who-can-teach
Friday –
http://storify.com/AfAmEducation/opportunity-gaps-facts-myths-and-possibilities

The Initiative hosted a special recap to bring together major themes from the previous week and call attention to strategies for moving forward with suggestions from guests and the community.
RECAP (Tuesday, Nov. 26^th) – http://storify.com/AfAmEducation/afamedchat-recap-guests-reflect-on-moving-forward

Khalilah Harris is a Fellow with the White House Initiative on Educational Excellence for African-Americans. She is an education program and policy consultant, attorney and a doctoral student at University of Pennsylvania’s Graduate School of Education in Educational Leadership & Organizational Development.