According to hellobeautiful.com, middle school students in New Jersey are about to get some much-needed education about finances thanks in part to two women determined to make sure they learn how to understand and handle money.
Financial educator Tiffany “The Budgetnista” Aliche and Assemblywoman Angela McKnight worked in tandem to draft and advocate a financial literacy bill that would give growing children a fighting chance at the future.
Financial Literacy Bill A1414 instructs the New Jersey State Board of Education to require school districts to incorporate financial literacy instruction into curriculums for enrolled students in grades 6 through 8. Middle schoolers will be presented with vital information that has the potential to change the course of their lives by preparing them to properly evaluate their finances and deal with debt as adults.
First introduced by McKnight in 2016, the bill gained co-sponsorship from Assembly Democrats Nicholas Chiaravalloti, Eliana Pintor Marin, Jamel Holley, Benjie Wimberly and Annette Quijano. A1414 was signed into law by the state’s Acting Governor (and first ever black Lieutenant Governor) Sheila Oliver this Thursday at Jersey City’s PS 34 President Barack Obama School.
“Early financial literacy should be an essential part of every school curriculum, because it’s a critical skill needed for success in adulthood,” said Aliche via press release. “Today New Jersey took a historic leap forward in helping our children secure a brighter future. Today was a manifestation of why I started The Budgetnista; to help give people the tools the need to live richer lives,” she continued.
Regarding the bill, McKnight said, “One of the most important lessons a person can learn is how to manage their money. Many young people go into adulthood knowing little about finances, and end up making decisions that cost them in the long run.”
McKnight added, “Teaching our kids early about the importance of managing their money and making sound financial decisions can prevent them from making costly mistakes and set them on the right financial path.”
Lauren Christine Mims is a former assistant director of the White House Initiative on Educational Excellence for African Americans and a Ph.D. candidate in Educational Psychology at the University of Virginia. She’s also one of the many women inspired by Michelle Obama’s Becoming, a New York Times best-selling book that sold more than 1.4 million copies within the first seven days of its release. Now, Mims is turning Obama’s book into a curriculum for black girls to further their learning and development.
“Reading Becoming was like sitting on the couch with your best friend and having one of those soulful conversations about life,” said Mims.
“Reading about how Michelle Obama felt unchallenged in elementary school, teased for the way she spoke, and noticed a difference in how she was perceived during adolescence was affirming.”
Mims hopes the Becoming curriculum will make space for black girls to thrive in a world that often seems to try and deny their humanity. As part of her doctoral research at the University of Virginia, Mims explores what it means to be a young, gifted, black girl in school.
“I disrupt the traditional practice of talking about black girls in pejorative ways and center them and their unique experiences to study how we can support them. For example, my research highlights what ‘Black Girl Magic’ means to black girls; the role teachers play in supporting or stopping the success of black girls; and more about what they are learning and how it makes them feel.”
“If you follow Jada Pinkett Smith, Adrienne Norris, and Willow Smith, think about my interviews as Red Table Talks where black girls are supported in discussing challenges and designing solutions.”
As part of the curriculum, students read Becoming, and watch films featuring black girls in leading roles. Additionally, “we will have important conversations, like about what it means to feel like your presence is a threat or that you do not belong. We will discuss Maddie Whitsett and McKenzie Nicole Adams; two 9-year-old black girls who died by suicide after being subjected to bullying. At the end of the course, students will apply their knowledge to draft new research proposals, policies, and practices,” says Mims.
Beyond the walls of the classroom, Mims says there are four things we can all do to support black girls:
Create supportive, affirming, and loving environments by listening to their needs and centering their unique experiences of Becoming;
Advocate for, adopt, and enforce school policies and accountability practices that recognize the brilliance of black girls and ensure they are not being pushed out of school.
Address the bullying, harassment, and discrimination of black girls and ensure that all students have access to mental healthcare;
Care for your own mental health and well-being.
Ultimately, Mims wants girls to know that they are enough. As Michelle Obama writes, “Becoming isn’t about arriving somewhere or achieving a certain aim,” yet there is so much pressure in college to define your identity and pick a career path. It can take a toll on you. Know that you are brilliant and never “underestimate the importance you can have because history has shown us that courage can be contagious and hope can take on a life of its own.”
Fabolous made Christmas come early for kids in the Madison Square Boys and Girls Club of Brooklyn this year with his annual Christmas Toy Drive. The event was made possible by the Brooklyn rapper’s foundation A Fabolous Way (which is designed to merge communities and the arts), Def Jam and D’usse.
“On behalf of The Boys and Girls Club, we would like to thank Fabolous and Lisa for bringing joy to some of our families this holiday season,” said the Director of Clubhouse Operations, Antonio Fort. “Fab has visited us in the past and we appreciate his positive message of inspiration to the youth.”
The event was held at the lavish Red Rabbit in New York City’s Meat Packing District neighborhood. According to Page Six, Fab spent over 100K on the presents. “I don’t put a money amount on Christmas — I just want to show people that they are special to me,” he said. “But, it is safe to say I have spent over $100,000.”
Although he’s definitely generous, he admits that doing the actual shopping is tough for him because of his busy life. What matters most to him is making sure he’s giving someone a thoughtful gift.
Shaquille O’Neal’s one big ole’ holly, jolly good guy who spent the day doing good and giving out backpacks to kids at Eagle’s Landing Middle School in Henry County Georgia last week, WSBTVreports.
Shaq-A-Claus shared the love and surprised the school with an unplanned visit. He greeted kids in the National Junior Beta Club and congratulated them on a job well done, said school district spokesman JD Hardin.
Then he attended a pep rally and spoke to students about making good life choices, before handing out some backpacks, Hardin said.
Shaq took to Twitter to thank his partners for teaming up with him.
Again.. I would like to Thank all my partners for their support with Shaq A Claus 2018 This will be an awesome event for the kids Merry Christmas pic.twitter.com/VwNANrHeQJ
Sean “Diddy” Combs announced Tuesday that he’s pledging $1 million to the Capital Preparatory Schools network to help provide children from underserved communities access to high-quality education. The school has been approved to expand to a third location in the New York City’s Bronx borough, and is set to open in September 2019.
Capital Prep Schools is a free, public charter school network, currently operating in Harlem and Bridgeport, Connecticut. The schools provide students in grades K-12 with a year-round, college preparatory education and has sent 100 percent of its low-income, minority, first-generation high school graduates to four-year colleges every year since its first class graduated in 2006. Capital Prep Bronx will open to serve 160 students in 6th to 7th grade and will grow to serve 650 students in 6th to 11 grade during an initial five-year term.
“Mr. Combs’ commitment and leadership continue to inspire us. On behalf of the Capital Prep students, parents and teachers I want to express our sincerest gratitude for such a generous gift,” said Dr. Steve Perry, the founder of Capital Prep Schools. “Mr. Combs wanted to open schools to develop leaders. What he’s done with his investment is embody what we expect students to do, which is to invest their resources in our communities.”
Combs is a Harlem native and worked closely with Dr. Perry to expand the school to new locations as well as enlist a team of educators, parents, and business leaders to bring the idea to life. He is also a benefactor.
“I came from the same environment these kids live in every day,” Combs said. “I understand the importance of access to a great education, and the critical role it plays in a child’s future. Our school provides historically disadvantaged students with the college and career skills needed to become responsible and engaged citizens for social justice. We don’t just teach kids to read, write and compute, we teach them how to make a difference and nurture them to be future leaders of our generation.”
The 6-year-old bilateral amputee, who has been motivating people to “do great things” with his daily Instagram videos and children’s books, got a huge surprise on Monday (Oct. 15) thanks to Jussie Smollett.
Smollett bought Kayden a brand new van complete with a wheelchair lift so that he can get to school without delay. The Empire star stepped in to help Kayden after the Englewood Public School District (where he attends school) failed to provide a proper bus to pick him up on the first day of school.
“He’s the only double amputee in Bergen County [New Jersey] where we live,” Kayden’s mom, Nicole Sessoms, told VIBE on Tuesday (Oct. 16). “They had a bus the prior two years and this year they forgot about him, [after] he switched to a new school.”
Before the van, Sessoms had been putting Kayden’s wheelchair in her small Nissan sedan to drive her son to another school where he was forced to wait for a standard school bus to pick him, once all the other students were dropped off. An aide was on hand to carry him on and off the bus, according to CBS New York. The school district blamed the mishap on a paperwork mix-up and promised to provide Kayden with a proper lift bus.
Smollett, who learned about Kayden’s story through social media, has become a family friend. He tries to spend time with Kayden whenever his schedule permits, Sessoms said.
When Smollett found out about the transportation issue, he reached out to Sessoms with a solution. “He saw what was happening with the bus and he called me and said ‘Kayden needs his own van!’”
The 35-year-old actor arranged to have the van delivered while Kayden and his family were hanging out with him in New York City.
NORTH KANSAS CITY, Mo. — Neveah Spillman loves sports. Her current position at Maple Park Middle School isn’t typical of girls her age. Neveah is the football team’s starting quarterback.
“I was nervous in the beginning because I had never played for a school. I’ve always played in leagues,” the 13-year-old said.
Neveah’s talent overtook her nerves when she joined Maple Park’s football team as the starting quarterback. “She does have a good arm,” said Daivion Allen, Neveah’s teammate.
She’s played football since she was 4 years old. Now 13, Neveah is a leader and the only girl on the field. “You have to take charge because you run the offense. You have to tell people their positions, what they need to work on to get better,” Neveah said.
Nevaeh’s response from her classmates and teammates is positive. “It doesn’t matter whether you are a girl or boy quarterback. It matters what you do on the field,” Daivion said. “Nevaeh can do a lot on the field.”
Neveah hopes she can pave the way for other girls who want to play football. “Most girls don’t get recognized for playing this kind of sport, so when you hear people talking about you, it makes you feel good,” she said.
Neveah said sometimes players on the other teams are surprised to see her reveal the bouncy curls under her helmet. “I’ll take my helmet off afterwards to shake hands, and it’s, ‘Oh, that’s a girl. Their quarterback is a girl,'” Neveah said. “They are shocked, but I think they think it’s pretty cool a girl plays football.”
As he drove to the school he was helping open in his hometown, LeBron James’ emotions brought him back to when he was the same age as the kids who were starting school there Monday.
He remembered school meaning nothing to him. He remembered it being too far away for him to get there, especially when his mother didn’t have a car. He missed 83 days of school in fourth grade. “It was a surprise to me when I woke up and I was actually going to school,” James said.
As he got older he learned about the value of an education, and how important that was to break poverty cycles. That’s why Monday mattered so much to James, the NBA’s biggest star who recently left Cleveland for the Lakers.
At 8 a.m., 240 at-risk third- and fourth-graders started at the I Promise School in Akron, Ohio. It is a public, non-charter school, just like the ones James attended as a child, but it seeks to offer all the things kids growing up like James did need to succeed. The LeBron James Family Foundation is the top donor and worked with Akron Public Schools to meet all its standards and regulations. And here, the staff attends to not just the children’s education, but also the outside factors that might interfere with that education.
The kids received high-fives from the staff. They begged their teachers to know if “Mr. LeBron” was going to visit their classrooms. Some parents who’d lost jobs asked if the school could help them find new ones. A homeless family asked if they could get help, too. The answers were yes, yes and yes.
“We are going to be that groundbreaking school that will be a nationally recognized model for urban and public school excellence,” said Brandi Davis, the principal. “We are letting people know that it is about true wraparound support. True family integration, true compassion.”
It began as an idea inside a monthly brainstorming session between James and Michele Campbell, the executive director of James’ foundation.
Sometimes her job is to manage the expectations of a man who believes, on and off the court, that he can accomplish anything. In this case, she let slip an idea he latched on to right away. Maybe their reach would improve if they created a school, she mused. “Well, why aren’t you doing that?” James asked.
She told him the foundation wasn’t ready for that kind of project. He told her to get started anyway. “There’s nothing that she can’t do,” James said. “If I tell her to go build a rocket and take it to outer space, Michele can make it happen.”
Like the early days of space travel, this was uncharted territory. The school district worked with the foundation. They brought together 120 stakeholders — parents, corporate sponsors, students, teachers, administrators and volunteers — to find out what students in their district really needed. Akron public schools are some of the lowest-performing in Ohio.
They settled on a program that helped teach the skills children need to handle trauma they see in their daily lives, combined with a hard math and science curriculum that would help further their education.
The school’s “wraparound” services help reduce stress kids might feel when their parents are struggling financially. That includes job and family services, a GED program, a food pantry from which they can shop and choose their meals, and help with housing if needed. They have a seven-week summer camp program to help avoid the trouble that comes with too much free time.
Every student gets a bicycle because when James was growing up, he used one to get away from the more dangerous parts of his community. The students also get a Chromebook to complete their homework. “I wanted to keep it as consistent and as authentic to when I was a kid,” James said, while adding generous touches and technology.
The children were randomly selected from a pool of Akron students whose reading levels were a year or two behind where they should be.
“And then we got to make these awesome phone calls to parents to say, ‘Hi, would you like to be a part of something new, something different? The I Promise School,’” said Keith Liechty-Clifford, the coordinator of school improvement for Akron Public Schools.
This renovated, stately brick building sits between a McDonald’s and a convenience store. Inspirational quotes wallpaper the interior and the entrance is decorated with James’ game-worn shoes, which will be sold as a fundraiser. Some walls are painted with murals of such figures as Martin Luther King Jr., Muhammad Ali and Jackie Robinson.
To truly provide emotional and psychological services for at-risk children and their families requires well-trained and supported teachers. The I Promise School gives teachers access to psychological services. Every Wednesday afternoon will be reserved for career development. James even hired a personal trainer to work with teachers who want a guided workout.
All their supplies also are provided by the school. That was a pleasant surprise for Angela Whorton, an intervention specialist at the I Promise School. She’s been a teacher for 10 years and almost always had to spend her own money to properly stock the classroom.
She’s spent her own money here, too, but for personal touches. She bought a black rug that functions like a red carpet and put stars on it so the students feel special walking into the room. The writing utensils in her room are topped with white artificial flowers.
From her classroom on the second floor, Whorton pointed out of a window to a neighboring home’s modest backyard. She moved to Akron when she was in eighth grade.
“Through those trees was my backyard,” Whorton said. “And I used to dream big. At the time my mom was struggling as a single parent. She promised us that if we had an education we could be and do anything we needed to be.”
When they didn’t have electricity, Whorton’s mom lit candles so she and her brother could do their homework. When the plant where she worked shut down, Whorton’s mom went back to school and took two jobs to care for her children. She’d stand in line at the food bank to make sure she had something to feed her kids.
Whorton knows just how valuable the school she works in can be in this community. Sunday afternoon her family got a closer look at the school and she couldn’t stop her tears.
“The family wraparound approach is going to help the community,” Whorton said. “Right from my window. Looking at my backyard where I used to dream. There’s nothing more electric than that.”
A two-hour ceremony followed the end of the first day of school. At its conclusion, James spoke to the crowd. He laughed at someone who shouted “wee wee,” his mother’s nickname growing up. He paused for a moment when a man in the back of the audience shouted, “We love you!”
Children in the U.S. are often introduced to America’s troubled and cruel history through movies, television programs, and children’s books. Historical fiction is frequently the means by which children learn about atrocities such as the enslavement of African Americans, racial segregation, Japanese-American internment, and the genocide of Native Americans.
Discourse about these topics in children’s literature can be difficult in light of the books’ overall function to inspire, transmit values, and spark young minds. But an omission or inaccurate portrayal of the crimes and suffering can do lasting societal damage to readers and how they see the world.
Ebony Elizabeth Thomas, an associate professor in the Graduate School of Education, has for the past decade been exploring representations of slavery in children’s literature. Over the last six years, she and her research team have compiled a database of 160 children’s books covering slavery that were published between 1970 and 2015—almost half of all the children’s books on slavery published in the 35-year period, many of which are no longer in print.
An expert on children’s literature and the teaching of African-American literature, history, and culture in K-12 classrooms, Thomas says parents, teachers, and educators must consider questions of readership, ethnicity, class, gender, story, background, intended audience, and difficulty when selecting books for their students.
Thomas supports the criteria put forth by scholar Rudine Sims Bishop that children’s literature about slavery should, in part, celebrate the strengths of the black family as a cultural institution and vehicle for survival, and bear witness to African Americans’ determined struggle for freedom, equality, and dignity.
“I recommend this book. What you’re getting here is 11 slaves’ lives and dreams that are being brought to life by this author,” she says. “[Bryan] is representing their complexity in the illustrations, his writing of the poetry. I highly recommend this because it balances humanizing enslaved African Americans, but he’s also showing the complexity of their lives.”
Additionally, she is working on a book about slavery in children’s literature tentatively titled “Reading Racial History,” and she serves on the advisory board of Teaching Tolerance’s Teaching Hard History project.
Thomas says children’s literature is a prime site for social reproduction, and an unexamined site of social progress, regress, and/or transformation.
“If you have children’s media that’s regressive, and the children of today are going to be the adults of the mid-to-late 21st century, if we don’t change the children’s media that they’re being fed by, just like we still remember and talk about ‘Peter Pan,’ ‘Alice in Wonderland,’ and other fictions of the long-ago Victorian and Edwardian eras, they’re going to still be influenced by these current writings—from ‘Harry Potter’ to problematic books about slavery—deep into the 22nd century.”
Aaron Maybin was an All-America linebacker at Penn State University and was drafted 11th overall by the Buffalo Bills in 2009. He played four seasons in the NFL for the Bills and New York Jets before retiring in 2014. He has since turned full-time to his art, chronicling his hometown’s challenges with poverty and crime through painting, photography and poetry, and he works as a teacher in Baltimore schools. Last winter, he became the outspoken face of outrage after many of Baltimore schools went without heat during extreme cold. He was written a book, Art Activism, which chronicles Maybin’s journey.
Here, as told to ESPN’s Kevin Van Valkenburg, Maybin tells about his path from a life of football to working on behalf of kids from his neighborhood, how he connects with students and why he doesn’t see himself as a hero.
When I was younger, football gave me an identity.
Growing up in communities like the one I grew up in, West Baltimore, you’re always fighting for your identity. From the time you’re born until you’re grown, you’re literally inundated with stories of how your safety is always in jeopardy and how everybody – from your parents to people in the community to folks at your church – is just so hell-bent and focused on keeping you safe.
So many of us in those neighborhoods are so angry, so furious, at everything. At the world. I lost my mother at 6 years old. I was mad at God. I was mad at my family. I was mad at everything. In those kinds of environments, especially for young kids of color, people look to attach themselves to something greater.
I had been an artist my whole life, but when I was younger, it was not cool for you to just be like, “Yeah I’m an artist. I make things.” Football was the first thing I did and I excelled at to the level where I gained acceptance and admiration from everybody that saw me do my thing. It was like an outlet.
Football was the first space that I was afforded where you’re not penalized for your anger. You’re celebrated for it. You knock somebody out of a game and people give you praise. They know you as this guy not to be messed with, to be respected and celebrated.
It wasn’t until I got older that I didn’t want my identity to be tied to a game anymore.
I can look at football now with a certain amount of nostalgia and not be too heavily tied to it, because at the end of the day, I stopped being tied to the game.
It was probably around college at Penn State that I realized there’s something wrong with how we were being conditioned as athletes. Even as great a coach as Joe Paterno was, he had some deep-seated issues that were rooted in race and patriarchy and bigotry that reared their heads in how we were handled as players and as men.
The idea that we couldn’t have facial hair, for example. If it was past like a five o’clock shadow, then you would get penalized. If you had locks or an Afro or something like that, he would be like, “You’ve got to do something with that.” Guys would get it braided or twisted, but as soon as he would see it, he would be like, “Cut it.” If you look at people like myself, LaVar Arrington, Jared Odrick, NaVorro Bowman, basically every black player who went to Penn State, you see them leave and go through an almost Rastafarian physical transformation where we all grow our beards out. We all either get our hair in locks or twists or cornrows.
College years are very pivotal years, right? Throughout the same time that you’re just starting to learn about your blackness or where you fit in the larger society, you’re starting to learn about historical context of your roots. You have somebody who you look at and revere as your leader who tells you that there’s something wrong with you. That there’s something unacceptable about the natural things that make you who you are, that there’s something wrong with your person.
I didn’t realize how problematic it was back then. I was young. I didn’t really understand how deep those things went and where they were coming from. I just knew that those were the guidelines that I had to abide by. We’ve got to ask ourselves why a lot more.