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Homeless teen who graduated valedictorian finds a home at TSU

NASHVILLE PRIDE — When Tennessee State University President Glenda Glover traveled to her hometown of Memphis on Wednesday, she had one goal in mind: Bring back Tupac Moseley. Moseley had recently graduated valedictorian of his class at Raleigh-Egypt High School, and received $3 million in scholarships, all while homeless his senior year. This hands-on treatment didn’t go unnoticed by the shy teen.

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By Pride Newsdesk

When Tennessee State University President Glenda Glover traveled to her hometown of Memphis on Wednesday, she had one goal in mind: Bring back Tupac Moseley. Moseley had recently graduated valedictorian of his class at Raleigh-Egypt High School, and received $3 million in scholarships, all while homeless his senior year. This hands-on treatment didn’t go unnoticed by the shy teen.

“For the president herself to drive down to one of the schools to actually assist a student personally, one-on-one, to take him or her up there for a visit, it’s just mind-blowing to me,” said Moseley, who will major in engineering.

President Glenda Glover personally led a team of senior university officials to Memphis and presented Moseley with a full-ride scholarship, including housing and a meal plan.

“Tupac is not homeless anymore,” Glover said to the throng of media representatives and a cheering crowd assembled in the school cafeteria during a celebration for the teen. “He now has his own room with a meal plan with all the necessary amenities to help him continue his success as an academically talented student. That’s what we do. We are an HBCU, we care about our students. It is in our DNA that we can see a student with this much potential and talent and see what we can do to assist him even before he starts his academic journey.”

Moseley’s remarkable story of perseverance and success amidst homelessness and poverty has made national headlines. The 18-year-old became homeless in his senior year after his father died and the family could not afford the mounting bills. They moved to a campsite for the disadvantaged. In the midst of the hardship, the Memphis native found a way to stay focused in school, and “staying on top of everything that came his way in class work,” his high school principal said. He graduated with a 4.3 grade point average.

“Tupac is an amazing individual with excellent math knowledge,” said principal Shari Meeks. “He has taken the highest-level math here that we offer. He has attained college credits. He took a statewide dual credit challenge test in pre-calculus and passed it. He could have gone to any school in the nation. I think TSU will have an asset in Tupac. He is awesome and revered by his classmates. He helps them, he tutors them.”

At a sendoff reception for Moseley in the principal’s conference room, the standing room only audience included state and county Who’s Who, such as State Rep. Antonio Parkinson (District 98), who was instrumental in the TSU/Moseley talks and Dr. Joris M. Ray, superintendent of Shelby County Schools.

Parkinson described Moseley as the “best and brightest talent that has ever been produced in Shelby County.”

“This is just the culmination of a lot of things that’s been going on,” Parkinson said about the reception. “Losing his father, homelessness, that was just too much for anyone. What we have done is just pull resources together to make sure that we provide the stability for him and Tennessee State University was part of the strategy to create that stability for one of our best and brightest talents.”

Superintendent Ray was thankful for the support system at the school, including: principal, teachers, and counselors.

“This young man is a testament of being very resilient and strong,” Ray said. “I am so proud of his hard work, dedication, and he defied the odds with a great support system here at school that helped him to overcome and achieve in the midst of turmoil. I am so proud of Tupac, what he has done here, what he has done for our city and school district.”

As a way of telling his story and helping others facing hardship, Moseley created his own T-shirt based on his quote, “Your location is not your limitation.” He earned 50 scholarships worth a total of $3 million. He said he is majoring in engineering “because I love the smiles I get after helping people with tech issues.”

Moseley is not coming to TSU alone. Two other fellow graduates, including his best friend, Brandon Fontaine, also received scholarships and will attend TSU with him. President Glover included them in the trip back to campus on Wednesday as well. Fontaine is considering majoring in business management or mechanical engineering. The other student, Natoriya Owens, who wants to pursue a career in entrepreneurship, will major in theater arts with a minor in business.

President Glover added that this is what makes HBCUs so special for African Americans, and particularly first-generation college students and communities of color.

“This is the type of hands-on, special attention TSU provides our students, and especially those with unusual circumstances. It also speaks to the holistic approach and nurturing that HBCUs provide to students. Tupac is a prime example of the role TSU and other HBCUs play in addressing the total needs of our students.”

Tennessee State University is currently accepting students for the fall and has scholarships available for qualified students who want to major in STEM.

This article originally appeared in the Nashville Pride

Community

Students, Community Organizations Ask Judge to Order Mental Health Services, Internet Access

Arguing that appropriating billions of dollars alone will not ensure action, community organizations and parents from Los Angeles and Oakland are asking an Alameda County Superior Court judge to order the state to immediately provide computers and internet access and address the mental health needs of children who have borne the brunt of the pandemic.

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Arguing that appropriating billions of dollars alone will not ensure action, community organizations and parents from Los Angeles and Oakland are asking an Alameda County Superior Court judge to order the state to immediately provide computers and internet access and address the mental health needs of children who have borne the brunt of the pandemic.

The May 3 request for immediate relief comes six months after the plaintiffs sued the State Board of Education, the California Department of Education and State Superintendent of Public Instruction Tony Thurmond. Now, they are seeking a preliminary injunction to force the state to respond. Superior Court Judge Winifred Smith has set June 4 for a hearing.

“The state cannot just write big checks and then say, ‘We’re not paying attention to what happens here,’” said Mark Rosenbaum, a directing attorney with the pro bono law firm Public Counsel. Public Counsel and the law firm Morrison and Foerster filed the lawsuit on behalf of 15 children and two organizations: The Oakland Reach and the Community Coalition, which is based in Los Angeles. 

In their initial, 84-page filing, they claimed the state had shirked its responsibility to ensure that low-income Black and Latino children were receiving adequate distance learning, with computers and internet access the Legislature said all children were entitled to. Instead, they argued, children “lost precious months” of learning, falling further behind because of poor internet connections, malfunctioning computers and a lack of counseling and extra academic help.

“While the COVID-19 pandemic was unavoidable, these harms were not. Yet for most of this period, state officials constitutionally charged with ensuring that all of California’s children receive at least basic educational equality have remained on the sidelines,” the plaintiffs argued.

Angela J., of Oakland, whose three children are plaintiffs in the case, elaborated on the difficulties they encountered during a year under distance learning in a declaration filed with the latest plaintiffs’ motion. 

Although she is president of the PTA, her school has been uncommunicative and unresponsive to requests for technical help and lesson plans, she wrote. Her children are falling behind and “suffering emotionally,” she said. Her third-grade twins are supposed to be doing multiplication and division but are struggling with subtraction. “They are supposed to be able to write essays, but they can barely write two sentences.”

The Oakland Reach and the Community Coalition have stepped in with technical help and support for hundreds of families that district schools should have provided, the plaintiffs’ motion said. The Community Coalition hired tutors and partnered with YMCA-Crenshaw to provide in-person learning pods with 100 laptops on site. The Oakland Reach hired 19 family liaisons, started a preschool literacy program and offered online enrichment programs for students.

Months passed, infection rates declined, schools made plans to reopen, and then in March, Gov. Gavin Newsom and the Legislature appropriated $6.6 billion in COVID-19 relief that school districts can put toward summer school, tutoring, mental health, teacher training and other academic supports. By June 1 — less than a month from now — districts and charter schools are required to complete a report, after consulting with parents and teachers, on how they plan to spend the money.

But the plaintiffs argue in their latest filing, “this funding comes with no oversight, assistance, or enforcement to ensure that the funds will be used properly to address the issues relating to digital devices, learning loss, and mental health support.” And there’s no requirement that districts begin this summer to address the harm that the most impacted students have felt, the statement said.“Schools are indeed ‘reopening’ to one degree or another, but absent a mandate that all students receive what they need to learn and to catch up, or any guidance from the State that would help them do so,” the filing said.

In a statement, California Department of Education spokesman Scott Roark acknowledged that the pandemic has disproportionately impacted those who “are vulnerable by historic and systemic inequities,” and cited the department’s work obtaining hundreds of thousands of computers, expanding internet access and providing guidance to educators on distance learning for highest-needs students.

“As we work to return children back to the classroom, we will maintain a laser focus on protecting the health and safety of our school communities while providing the supports needed to ensure learning continues and, where gaps persist, is improved,” the statement said.

In passing legislation accompanying the state budget last June, the Legislature laid out requirements for distance learning that school districts must meet to receive school funding. They included providing all students with access to a computer and the internet. 

Missing, however, was an enforcement requirement, like the monitoring that’s used to verify that students in low-income schools have textbooks, safe and clean facilities and qualified classroom teachers. That system was set up in 2004 through a settlement of Williams v. State of California, in which low-income families sued the state over its failure to assure safe and equitable conditions in schools.  

At the time, Rosenbaum was a lead attorney for the ACLU of Southern California, which brought the lawsuit with Public Advocates and other civil rights organizations.

Despite efforts by Thurmond and districts over the past year to get technology in place, Thurmond estimated in October that as many as 1 million students lacked devices or sufficient bandwidth to adequately participate in distance learning from home. Between federal and state funding, districts have plenty of money to buy computers, and the Legislature is considering several bills to fund internet access statewide (see here and here). 

They won’t solve the immediate challenge, but they could become relevant if there were to be a settlement in this case, as in the Williams lawsuit.

Among their requests, the plaintiffs are asking the court to order the state to:

  • Determine which students lack devices and connectivity and ensure that districts immediately provide them;
  • Ensure that all students and teachers have access to adequate mental health supports;
  • Provide weekly outreach to families of all low-income Black or Latino students to aid in transitioning back to in-person learning through August 2022;
  • Provide a statewide plan to ensure that districts put in place programs to remedy the learning loss caused by remote learning.

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Barbara Lee

In a Letter to Voters, Rep. Barbara Lee Reflects on Pres. Biden’s First 100 Days

I was particularly struck seeing the Bay Area represented on the dais by Vice President Harris and Speaker Pelosi. That was the first time in history two women have held that position. It was reflective of the price women have paid to get to this point.

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Dear Friend,

     Last week marked the first 100 days of Joe Biden’s presidency. On (April 28), President Biden presented his vision for an American future that builds back better after some of our most challenging years. 

     I sat in the chamber and listened to President Biden reflect on his first 100 days, confidently reporting that we have a stronger economy, more resilient pandemic response, and a unified mission of building back better and bolder.

     I was particularly struck seeing the Bay Area represented on the dais by Vice President Harris and Speaker Pelosi. That was the first time in history two women have held that position. It was reflective of the price women have paid to get to this point. While this was a historic moment, as Vice President Harris pointed out, it is past time that it becomes “normal.”

      During his speech, President Biden discussed his recently unveiled American Families Plan (AFP). The AFP is a bold step in advancing racial equity and closing the gap in education, childcare, wealth inequality, and more. By extending provisions under the American Rescue Plan (ARP), and through programs of its own, the AFP would lift more than 10 million people out of poverty.

      I am excited to support this plan and similar efforts to improve equity in our school and childcare systems, and to combat inequality in the East Bay and across the country.

     The AFP offers an extended tax cut for families with children and American workers. This includes the Child Tax Credit (CTC) and Earned Income Tax Credit (EITC). This will work to mitigate the growing wealth inequality that we see in America and invest in low- and middle-income families who help our economy thrive.

     Additional provisions of the AFP include:

  • Making child care affordable by ensuring that families will pay no more than 7% of their income on high-quality child care
  • Creating a national comprehensive paid family and medical leave program through worker payments of up to $4,000 a month
  • Expanding school meal programs and summer EBT funds
  • Extending ACA premium tax credits that were expanded under the American Rescue Plan
  • Providing up to $1,400 in additional assistance to low-income students by increasing the Pell Grant award
  • Addressing teacher shortages and improving teacher preparation, including programs that strengthen pipelines for teachers of color

     (Last) week, we heard about some of the progress we have made in the first 100 days of the Biden-Harris administration, but we cannot let our foot off the gas. Among many challenges ahead, we need we need to address disparities in our public health system, do more to help families that are struggling through this economic crisis, dismantle structural racism, implement police reform and immigration reform and address the climate crisis. 

     We still have much work to do, but I am committed to continue fighting for you.

     As always, my office is here for you. If you need help with a federal issue, please call my Oakland office at (510) 764-0370. You can also connect with me via email, Facebook Twitter , and Instagram .

Please continue to stay healthy and safe.

Best,

Barbara Lee

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Bay Area

Most Californians Worry Schools Won’t Reopen Fully Next Fall, Poll Says

The majority say they approve of how Newsom handled schools this year.

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More than 4 in 5 California adults, including public school parents, believe that the pandemic has caused children, especially low-income children and English learners, to fall behind academically.

  Six in 10 Californians are concerned that schools will not be open for full-time, in-person instruction in the fall, according to a survey by the Public Policy Institute of California (PPIC) released on April 28.

  The annual survey of Californians’ perspectives on education also found that a majority approved of the way Gov. Gavin Newsom has handled K-12 public schools, although opinions were split along partisan lines, with 22% of Republicans and 79% of Democrats supporting him on the issue.

  And perhaps in an indication of the erosion of support for public schools, 42% of parents say they would send their youngest child to a private school if cost and location were not at issue. This compares with 31% who would choose a traditional public school, 14% a charter school, and 13% a religious school. The preference for a private school increased from 35% last year and 31% two years ago.

  The survey of 1,602 adults over 18 was taken from April 1-14 and was offered in English or a choice of Spanish and three other languages. The margin of error was 3.4%, plus or minus, overall, and 7.4%, plus or minus, for the 295 respondents who are public school parents.

  Facing a recall election, Newsom can take solace in the poll’s finding that a majority of Californians (57% of adults, 64% of public-school parents) approve of how he has handled K-12 education.

  “Majorities of Californians approve of the way that Governor Newsom is handling the state’s K-12 public schools and school reopening, while they remain deeply divided along party lines,” said Mark Baldassare, president, and CEO of PPIC.

  However, a year ago, when the last survey was taken weeks after schools closed quickly in response to the first throes of the pandemic, his approval marks were higher, with 73% of adults and 78% of public school parents expressing approval.

  The poll, which focused on education, also found:

  Of those who said children were falling behind academically during the pandemic, 60% said that was happening by a lot and 22% by a little. The views were similar among ethnic and racial groups. Eight in 10 adults said they were concerned that low-income children were falling farther behind other children. More Blacks and Latinos were very concerned about this than whites;

  Amid continuing debates and lawsuits claiming that schools aren’t opening quickly enough, slightly more adults overall than public school parents said that schools should at least be partially open now (53% vs. 48%), while 28% of all adults and 27% of public school parents said that schools should be fully open now;

  Looking ahead to the fall, 61% of all adults said they were concerned that K-12 schools would not be open for full-time in-person instruction (24% very concerned, 37% somewhat concerned), and two-thirds of public school parents said they were concerned (25% very concerned, 41% somewhat concerned).

  When it comes to their own schools, two-thirds of adults said they approved of how their school district handled closures during the pandemic. Support was highest in the Los Angeles area (74%) and the Inland Empire (68%) and lowest in Orange County and San Diego (54%). Approval among public school parents was 72%.

  The clear majority of all adults said that teachers’ salaries in their communities are too low. About 1 in 3 said salaries are just about right while 7% said they are too high, and 3% said they didn’t know. Among racial and ethnic groups, 76% of Blacks said pay is too low, compared with 59% of whites, 61% of Asian Americans, and 62% of Latinos.

  Last month, the U.S. Department of Education ruled that California school districts could substitute local assessments for the state standardized test, the Smarter Balanced assessment, under some conditions. Many districts are expected to exercise that option.

  Asked whether they favor conducting year-end state testing this spring to measure the pandemic’s impact on student learning, 75% of all adults (and a similar proportion of public school parents) said they were in favor of continuing testing, with 23% opposed. Latinos were the most in favor (83%) and Blacks the least supportive (68%) with 70% of Asian Americans and whites in favor of continuing year-end testing.

  As for the perennial issue of school funding, 49% of all adults, 53% of likely voters, and 51% of public school parents said that the current level of state funding for their local public schools is not adequate — about the same level as a year ago.

  When it comes to school construction and renovation, 59% of all adults, 55% of likely voters, and 74% of public school parents said they would vote yes on a state bond measure to pay for school construction projects. Legislative leaders plan to place a bond on the state ballot in 2022.

 

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