C.L.I.C.K. for Justice and Equality is an agent of change alerting our social community of injustices and inequalities among the underserved, disadvantaged, and disenfranchised individual or group. A disadvantaged or disenfranchised person or group is anyone who is socially, culturally, and politically deprived of or oppressed from life, liberty and the pursuit of happiness. Change takes place through our legislative body of Senators and State Representatives, not from the Judicial bench.
April 22, 2013
Why Black Children Should Be Homeschooled; Racial Digital Divide; Parent Of The Year Awards; Supporting Learners with Autism; Charter School Students Funded Less that Public School Students
Homeschooling is by far the best alternative for most black children. There are problems in public school for all children, but the institutional racism of traditional schools means that black children have the most to gain from homeschooling.
Today 15% of homeschoolers are minorities, but that percentage should escalate rapidly as parents begin to realize the benefits of homeschooling compared to the tremendous harm of public schooling. Here's why:
1. Politicians sacrifice the black community over and over again.
2. Public schools are still segregated.
3. Public schools expect less from black students.
4. Private schools are not a solution.
5. Homeschooling solves a huge number of educational problems for black kids.
And it is through developing those unique talents, in conjunction with the real education that homeschooling provides that black children will be able to overcome many of the hurdles that government has placed in their way.
Antonio Buehler works with homeschoolers to identify individual learning styles so parents can better tailor their homeschooling approach to their children's capabilities and needs. He also helps students who want to gain admission to a highly competitive college or university. Buehler's blog is http://buehlereducation.com/
The vast majority of CPS middle school and high school students have access to the Internet, but only half of them regularly use it to do academic work.
That is one of the more unexpected findings of a Consortium on Chicago School Research study on technology use among CPS students, released today.
The report found a "digital divide" among students in different types of schools, with--perhaps not surprisingly--students at selective enrollment high schools, magnet schools and higher-performing schools using technology the most for school work.
The culture of the school and the level of academic expectations appear to be the biggest factors driving technology use. Leadership is also key.
"If principals are not strategic and emphasize use of technology, it can fall to the wayside," says Stacey Ehrlich, senior research analyst for the Consortium and an author of the study.
Some of the access students have to the Internet is likely through smartphones, which is not the best way to do research or other school projects. However, Ehrlich notes that 75 percent of students reported having access to high-speed Internet, which is usually associated with a computer, rather than a cell phone.
White, Asian and multi-racial students use the Internet for school more than black, Native American and Latino students, according to the study.
Ranking Form for Black Star Parent of the Year 2013:
1)Select and rank 10 parents from your school using criteria on Ranking Form.
2)Total each parent's score.
Selection Form for Parent of the Year 2013 Nominee:
1)Fill out short Selection Form with basic data on highest scoring parent
2)Include brief statement about the parent's contribution to your school and/or to his/her child's education. (optional).
Please mail your school's Selection Form for Parent of the Year Award to The Black Star Project, 3509 South King Drive, Suite 2B, Chicago, Illinois 60653 or fax it to us at (773) 285-9602 (and call (773) 285- 9600 to confirm receipt), or scan and email it to email@example.com
Please return Nomination Form ASAP-no later than Friday, May 10, 2013.
Your school will receive a certificate to present to your Black Star Parent Of The Year at your graduation ceremony or during other appropriate occasions.
The Black Star Project offers workshops for your parents through the Toyota/Black Star Parent University. For more information about scheduling these workshops to your school, please call our office at (773) 285-9600.
Thank you for participating in this awards program. With your help we can create 'smart' communities that support students' academic achievement, and physical and emotional well-being by acknowledging the work of parents in their student's academic and social developmental success.
The Black Star Project
Supporting Learners with Autism
Saturday, May 11, 2013
9:00 am to 11;30 am
1:00 pm to 3:30 pm
Fifth Third Bank
222 S. Riverside Plaza, 32nd Floor
Free - RSVP at 224.567.8573
Public Charter Schools Receive Less Funding Per Pupil Than Traditional Public Schools, Study Finds
April 19, 2013
Despite increasing acceptance of public charter schools nationwide, charter schools in five major cities receive less funding per pupil than traditional public schools, a new study from researchers at the University of Arkansas finds.
According to Education's Fiscal Cliff: Real or Perceived, a study commissioned by the Walton Family Foundation that will be published in the peer-reviewed Journal of School Choice in September, public charter schools in Denver, Los Angeles, Milwaukee, Newark, and Washington, D.C., received an average of $4,000 less per student in 2011 than public schools in those same cities. "In the large, urban school districts evaluated, traditional public schools receive substantially more local, state, and federal funds than public charter schools," said Larry Maloney, the report's lead researcher. "While the gap is actually narrowing in regions like Newark and Washington, D.C.," added Maloney, "there is still a major discrepancy of resources between traditional public and public charter school[s]."
Based on revenue data from local, state, federal, and non-public sources for the 2007-11 period, the report found that the funding gap between traditional public and public charter schools varied by region. In Denver, per pupil funding at traditional public schools increased 27.2 percent, to $13,823, over the five-year period, while funding per pupil at public charter schools rose only 14.2 percent, to $11,139. In Los Angeles, per pupil funding at traditional public schools fell 4.7 percent, to $13,446, while funding at charter schools declined 18.8 percent, to $8,780 per pupil. And in Milwaukee, per pupil funding at traditional public schools increased 14.2 percent, to $15,018, while charter school funding fell 5.5 percent, to $10,298 per pupil.
In contrast, funding for traditional public schools in Newark fell some 2,8 percent, to $26,187 per pupil, while funding for public charter schools rose 30.2 percent, to $15,973 per pupil. And in Washington, D.C., funding for traditional public schools increased 3 percent, to $29,145 per pupil, while funding for charter schools rose 6.6 percent, to $16,361 per pupil.
"Equitable public funding must follow students to their school of choice," said Walton Family Foundation deputy director Ed Kirby. "We encourage state and federal policy makers to respond to the growing demand for multiple, publicly funded school choices and create a public policy environment that values each student equally."
With Summer Coming,
Support 1 Church, 1 Job,
1 Young Black Man Working
In Your Community
Churches Across America Should
Provide Jobs for Young Black Men.
You cannot fix the problems of young Black men if they don't have constructive employment.
Churches can change this...
In times of economic strain, our whole community suffers from the complications of unemployment. In an effort to develop a new model of community outreach and economic sustainability, The BlackStar Project is launching the 1 Church, 1 Job, 1 Young Black Man Working program.
These are the employment facts for young Black men in America:
Young Black men have the highest unemployment rate of any group in the country.
Unofficially, some academics believe that only 14 out of 100 young Black men have jobs.
White adult felons are more likely to have jobs than young Black men without criminal records.
Upper-middle class Black youth are less likely to have jobs than low-income White youth.
The Black Star Project is offering the opportunity for these faith organizations and faith organizations across America to participate in this program.
During this summer, for five or six weeks, each faith organzation will:
Take up a special collection of $200.00 per week
Hired a young, African American male to work in the church, temple synagogue or mosque for 20 hours per week, or
Refer the young man to a local not-for-profit or business to work
Pay the young man minimum wage to $10.00 per hour for 20 hours per week
Ensure that each young man gains valuable work experience
Ensure that each young man has valuable mentoring experience
To get your church involved in 1 Church, 1 Job, 1 Young Black Man Working or for more information about this program, please call 773.285.9600.
A few good men and women to become Principals at Saturday University
Have Saturday mornings available
Have bachelors degree or above
Be proficient in math and reading
Love working with children
Establish good relationships with parents
Have good people management skills
Have good writing and verbal skills
Have transportation to/from sites
A small stipend will be paid weekly to each principal. Please call 773.285.9600 for more information about this great opportunity!
We have 20 free Saturday Universities operating in Chicago and in the west and south suburbs. Please call 773.285.9600 to register your child for free academic enhancement or for more information about bringing the Saturday University to your community. We need teachers and tutors for our sites. Please call 773.285.9600 to volunteer.
The Black Star Project | 3473 South King Drive, Box 464 | Chicago | IL | 60616