Tag Archives: college readiness

“Ambicultural” Latinx Students and Educational Equity: A Q&A With Tina Fernandez

When I think of someone who exemplifies the Bellwether mission, Tina Fernandez is an obvious choice. She’s been part of the Bellwether family, in many different capacities, since our founding.

A long-time friend (we were college roommates) and one of the only lawyers I knew, I reached out to Tina for advice when Bellwether filed for its nonprofit status back in 2007. She helped with our filing and served as a founding member, and later as chair, of Bellwether’s board of directors. In 2014 she left the board to join Bellwether full-time as a partner, where she co-led the launch of Bellwether’s talent management and organizational effectiveness services. (These services have since spun off into a new organization, Promise54.)

It was a bittersweet moment when Tina left Bellwether’s staff in 2015 to lead Achieve Atlanta, where she’s been serving as Executive Director ever since. In her role, she works to dramatically increase the number of Atlanta students completing post-secondary education. Luckily, she’s back on our board, and brings an invaluable perspective on the advisory work we do, the leaders we serve, and the problems in urban education we are trying to help solve. (She’s held a number of other impressive roles in the past, including law professor and classroom teacher — you can read more here.)

September is Hispanic Heritage Month, so the interview below touches on education efforts specific to Latinx communities, as well as broader lessons from her current role. I’m so glad I haven’t let Tina lose touch after all these years.

This interview has been lightly edited for length and clarity.

When we were college roommates, I had not yet landed on education as my likely career. When did you know that you’d pursue a career in education? Can you remember a concrete moment or experience that showed you your future path?

I grew up in the wonderful Rio Grande Valley of Texas and attended a public school where over 90% of the student body was Latino/a. When I went away to college, I realized how inequitable our high school education had been; I was one of only a few Latino/a students on my campus.

So I knew from early on that I wanted to work with low-income youth. At college, I quickly sought out opportunities to work with kids who had similar backgrounds to mine. I joined CityStep my freshman year, an organization whose mission is to promote creative self-expression and mutual understanding through dance. I served as the executive director my last two years in college. For four years at CityStep, I also spent a substantial amount of time teaching dance and self-expression in 4th and 5th grade public school classrooms. Through this, I really developed a passion for youth development.

During my sophomore and junior year summers, I worked with an organization called Keylatch, a summer urban camp serving youth in Boston’s South End and Lower Roxbury. These experiences allowed me to develop relationships with the most wonderful, intelligent, and promise-filled kids and solidified my commitment to fighting for educational justice.

By my senior year, I decided to apply to Teach For America, an organization which was only two years old at the time. And the rest, as they say, is history. I’ve taken a couple of detours in my career, but I’ve always stayed connected to education and children’s rights.

Tell us a little bit about your work at Achieve Atlanta, and the biggest hurdles and most exciting opportunities your organization faces in achieving its mission. Continue reading

Are Rural High Schools Short-changing Graduates?

A paradox is at work in rural America.

On the one hand, students in rural schools demonstrate high levels of academic achievement. A higher percentage of students in rural schools achieve proficiency in both math and reading on the National Assessment of Education Progress (NAEP) than urban or suburban students. And high schools in rural communities post among the highest graduation rates. On the other hand, graduates from rural high schools are less likely to pursue post-secondary education than their non-rural peers, and rural parts of the country have lower educational attainment levels overall.

With over 65 percent of jobs projected to require some type of post-secondary education in a few short years, ensuring that rural graduates access and complete post-secondary training is critical. So why aren’t rural students going on to college?

Certainly multiple factors contribute to any student’s decision about pursuing post-secondary education regardless of where they live—financial concerns and family factors among them. And these factors are all at play in rural communities. But given the systematic difference in achievement data and graduation rates among rural schools, is there also something systematic about the fall off in post-secondary pursuits among their graduates? And if so, what role can public policy play in addressing it?

In a new paper released by the Rural Opportunities Consortium of Idaho (ROCI), an effort by the JA and Kathryn Albertson Foundation to bring attention and apply rigorous new research efforts to rural education, we aim to address the first question by asking whether the level of rigor in high school academics differs between rural and non-rural high schools. Rigor in high school coursework is the strongest predictor of post-secondary success, eclipsing even external factors like income and other student background characteristics. And while data limitations prevent us from drawing firm conclusions, all the data we analyzed point in the same direction—that rural students may, in fact, experience less rigor in high school.
Continue reading