10th Birthday Grantees Check-in: Refugee Education Center
In this Q&A, Matt Clark from the Refugee Education Center shares how its 10th Birthday Grant helped fund the organization's Graduate & Grow program.
In this Q&A, Matt Clark from the Refugee Education Center shares how its 10th Birthday Grant helped fund the organization's Graduate & Grow program.
As the calendar flips to August, neither the upcoming FAFSA cycle, which opens October 1, nor the ongoing one, which funds students for the 2021-22 academic year, are probably front of mind for many districts and schools — but they should be.
Christi Taylor from Detroit Drives Degrees shared how its 10th Birthday Grant supported the expansion of their summer melt programming and the launch of a summer bridge program for high school graduates pursing postsecondary education in Detroit.
Lee Fitzpatrick from Alpena Public Schools shares how its 10th Birthday Grant facilitated the purchase of new laptops needed by high school students in the district who were taking college courses.
Jessica Ledesma from the West Michigan Hispanic Chamber of Commerce shares how the 10th Birthday Grant supported the launch of its Building Bridges Through Education Fellowship.
We would never tolerate a leak in our house that let out 40% of our water, but when we consider a leak of this magnitude in our college completion pipeline, policymakers and the public don’t seem to consider the problem with the same urgency.
Two AdviseMI college advisers and one College Completion Corps coach discuss Pride Month and how LGBTQ+ issues intersect with college access.
Nick Beaudry talks about the Summer Success Program, which was implemented by Blue Water College Access Network and St. Clair Country RESA to help the class of 2020 stay on track for college through the pandemic.
CJ Juntunen, a coach in our College Completion Corps program, reflects on their college experience and how we can continue to make college a more inclusive space.
When we talk about the “silos” between the K-12 and higher education sectors, what that looks like in practice is that districts and institutions don’t have consistent, meaningful, or productive contact that could benefit students.