♪ CRYSTAL: WELCOME TO BASIC BLACK.

SOME OF YOU ARE JOINING US ON OUR BROADCAST AND OTHERS OF YOU ARE JOINING US ON OUR DIGITAL PLATFORMS.

I’M CRYSTAL HAYNES, YOUR HOST.

TONIGHT, A SPOTLIGHT ON EDUCATION AND PREPARING STUDENTS FOR JOBS OF THE FUTURE.

GROWING UP, FOR MANY OF US, ATTENDING SCHOOL THE GOAL WAS TO GET A GOOD EDUCATION THAT WOULD LEAD TO A GOOD JOB AND ECONOMIC PROSPERITY.

BUT AFTER FOUR YEARS OF COVID, THE CHALLENGES TO EDUCATE STUDENTS HAVE INCREASED FROM THE NEED FOR MORE INSTRUCTION, IMPROVE TEST SCORES TO ISSUES OF MENTAL HEALTH.

JOBS ARE CHANGING AS TECHNOLOGY AND INNOVATION CONTINUES TO ADVANCE AND DEVELOP.

SOME JOBS THAT ARE HERE TODAY MAY NOT EXIST IN THE FUTURE OR, ADDITIONAL SKILLS OR EDUCATION WILL BE REQUIRED.

WHAT IS THE BEST WAY TO HELP STUDENTS OF COLOR LEARN AND THRIVE AS THEY PREPARE FOR OCCUPATIONS OF TOMORROW?

JOINING US TO DISCUSS, DR. AISHA FRANCIS IS PRESIDENT AND CEO OF BENJAMIN FRANKLIN CUMMINGS INSTITUTE OF TECHNOLOGY IN BOSTON.

MARCUS WALKER IS A HUMANITIES TEACHER AT FENWAY HIGH SCHOOL.

RAHN DORSEY IS THE CHIEF IMPACT OFFICER AT EASTERN BANK FOUNDATION, AND FORMER CHIEF OF EDUCATION FOR THE CITY OF BOSTON.

HE IS ALSO A MEMBER OF THE GBH BOARD OF ADVISORS.

AND CAROLINA BRITO IS THE PRINCIPAL OF RAFAEL HERNANDEZ K-8 SCHOOL, A BILINGUAL SCHOOL IN ROXBURY.

WELCOME TO YOU ALL.

DR. FRANCIS, I THINK HEARING ABOUT THE SCHOOL BEING BUILT RIGHT THERE IN COMMUNITY WAS SO EXCITING FOR SO MANY.

TELL ME WHAT IT WILL MEAN TO HAVE THAT PIG GET THIS AMAZING ACADEMIC FACILITY, RIGHT THERE IN THE HEART OF THE COMMUNITY.

DR. FRANCIS: FIRST OF ALL, I JUST WANT TO SHARE WITH FOLKS THAT RON DORSEY IS OUR BOARD CHAIR, IN ADDITION TO THE WONDERFUL ACCOLADES THAT YOU SHARED.

SO THAT MOVE HAS BEEN MADE POSSIBLE BY TREMENDOUS PUBLIC-PRIVATE PARTNERSHIPS INCLUDING WONDERFUL SUPPORT FROM MAYOR MICHELLE WU, FROM THE HALEY DRISCOLL ADMINISTRATION, AND FROM FEDERAL SUPPORT AS WELL IN ADDITION TO PRIVATE DONORS.

WE ARE VERY EXCITED ABOUT MOVING TO A PLACE WHERE 15% OF OUR STUDENTS RESIDE.

HALF OF OUR STUDENTS ARE BOSTON STUDENTS.

WHAT WE DO THAT IS DIFFERENT IS THAT WE OFFER TECHNICAL AND TRADE EDUCATION WHERE A TWO-YEAR COLLEGE, A LOT OF OUR MAJORS ARE ONLY AVAILABLE AT OUR COLLEGE UNLESS YOU GO FAR WEST.

SO YOU KNOW, WE WANT NONTRADITIONAL POST SECONDARY EDUCATION TO BE MORE ACCESSIBLE AND AVAILABLE TO ALL STUDENTS, PARTICULARLY STUDENTS OF COLOR.

WE ARE EXCITED OF THE NEW CAMPUS AND WE SHOULD BE ASKED -- OCCUPYING THE CAMPUS IN THE FALL OF 2025.

THE GROUND BREAKING WAS TUESDAY.

IT WAS WONDERFUL.

CRYSTAL: NOW THAT I KNOW YOU ARE ON THE BOARD THERE, I’M ALSO THOUGHTFUL OF, I ALWAYS THINK OF THE PHRASE -- IF YOU SEE IT, YOU BELIEVE IT.

HAVING IT RIGHT THERE MUST MAKE A BIG DIFFERENCE FOR YOUNG PEOPLE.

RAHN: IT DOES.

FIRST OF ALL, NUBIAN SQUARE FINALLY IS REFERRED TO AS THE EDUCATION INNOVATION DISTRICT IN BOSTON.

IT’S A PRIVILEGE FOR US TO JOIN THAT COMMUNITY FROM CRADLE TO CAREER AND TO OFFER ANOTHER OPTION FOR STUDENTS.

I THINK WHAT MAKES FRANKLIN CUMMINGS SPECIAL IS THAT IT’S A TOWN ACCELERATOR.

IT THINGS ABOUT CAPABILITY THROUGH EDUCATION.

IT’S ABOUT WHAT YOU KNOW AND WHAT YOU CAN DO.

I THINK BEING IN A SETTING WHERE YOU PRODUCE THINGS AND HAVE REAL-WORLD VALUE, YOU ARE.

-- TAUGHT BY PEOPLE WHO ARE TRAINED AND APPLIED IN THEIR CRAFT, AND WE HAVE A FISHBOWL NOW YOU CAN LOOK IN THE WINDOW, SEE GREEN JOBS HAPPENING.

I THINK IT’S GOING TO BE AN INSPIRATION AND SOMETHING THAT WILL EXPAND THE IMAGINATION FOR HOW OUR YOUNG WILL PARTICIPATE AND THRIVE IN THE ECONOMY.

CRYSTAL: WE MENTIONED COVID AS ONE OF THESE BIG CHALLENGES IN TRYING TO GET KIDS TO THE POINT WHERE THEY ARE THRIVING.

COVID SETTING BACK TEST SCORES, SETTLE -- SETTING BACK SOCIAL EMOTIONAL THINGS.

TELL ME WHAT IT’S BEEN LIKE IN THE CLASSROOM.

MARCUS: IT’S CLEAR TO EVERYBODY THAT VIRTUAL SCHOOL DIDN’T WORK FOR STUDENTS.

IT EXACERBATED ANY KIND OF MENTAL HEALTH ISSUES THAT WERE THERE.

STUDENTS IN POVERTY, THAT WAS EXACERBATED BECAUSE OF THAT.

NOW THAT THEY’VE COME BACK, THE BIGGEST PROBLEM ACROSS THE DISTRICT IS ABSENTEEISM.

RIGHT NOW AT FENWAY, WE KNOW WE HAVE A SENIOR ABSENTEE RATE THAT IS BELOW 80% WHICH IS UNUSUAL, ESPECIALLY FOR SENIORS.

AT THAT POINT, THEY HAVE FIGURED OUT AND THEY ARE MOTIVATED AS FAR AS WHAT THEY DO.

I HAVE A CLASS IN PARTICULAR WHERE SO MANY OF MY STUDENTS ARE GOING THROUGH MENTAL HEALTH ISSUES.

IT’S HARD TO COME TO SCHOOL.

YOU KNOW, WE ARE CONCERNED.

WE ARE DEFINITELY QUITE CONCERNED ABOUT WHERE THAT IS GOING TO GO.

I CAN SAY, SCHOOLS LIKE THE BENJAMIN FRANKLIN CUMMINGS INSTITUTE, SCHOOLS LIKE THAT MAKE A DIFFERENCE FOR MY STUDENTS.

I THINK THAT FOR BETTER OR FOR WORSE, THEY HAVE A SENSE OF SCHOOLS THAT ARE FOR THEM AND SCHOOLS THAT ARE NOT FOR THEM.

THEY STILL REFER TO THE SCHOOLS AS ITS OLD NAME.

WHEN I HEAR STUDENTS THAT DO BECOME AWARE OF THE INSTITUTE, THEY HAVE OLDER BROTHERS OR COUSINS THAT HAVE GONE OR HAVE CHECKED OUT THE SCHOOL.

IT’S JUST A DIFFERENT CONVERSATION.

A LOT OF STUDENTS WHO ARE INTERESTED IN THE TRADES, THEY BECOME MORE EXCITED AND THEY FEEL LIKE, THIS COULD BE AN INSTITUTION THAT WILL WORK WITH ME.

CRYSTAL: YOU KNOW, I KNOW YOU TALK TO TEACHERS ALL THE TIME ABOUT TRYING TO HELP KIDS THROUGH COVID AND THINGS.

ALSO, ACHIEVEMENT GAPS AND SHOWING UP AND THINGS LIKE THAT.

HOW DO YOU COACH YOUR STAFF TO BE ABLE TO MEET THAT NEED WHILE MEETING SO OTHER REQUIREMENT -- SO MANY OTHER REQUIREMENTS THAT THE STATE HAS PUT UPON TEACHERS?

MY HUSBAND IS A TEACHER.

THERE ARE A LOT OF STATE REQUIREMENTS AND THERE ARE SOME INTANGIBLES THAT NEED TO HAPPEN IN THE CLASSROOM TO MEET NEEDS OF THE STUDENTS.

CAROLINA: WE GREW AS A COMMUNITY THROUGH COVID.

I THINK THAT GROWTH WAS REALLY NOT IN THE TYPICAL SCHOOL WAYS.

WE WERE IN PEOPLE’S HOUSES.

WE WERE DRIVING AROUND LIKE LYFT DRIVERS WITH CHROMEBOOK’S AND BAGS OF GROCERIES.

WE’VE DONE SOME THINGS TO GET -- THINGS ARE GOOD BECAUSE WE SAW HOMES AND WENT ACROSS THE CITY, TWO THINGS HAPPENED.

ONE, THE COMMITMENT TO THE BILINGUAL MEDICINE -- MISSION IS IMPORTANT TO US BUT IN A DIFFERENT WAY.

OUR BUILDING WAS BUILT BY A HUGE COMMUNITY OF PARENTS WHO WANTED QUALITY BILINGUAL EDUCATION WITH THEIR KIDS.

THE FACT THAT WE WERE IN PEOPLE’S HOMES CONNECTED US BACK TO WHAT WE WERE TRYING TO DO IN 73.

WE’VE GOT THIS SECOND-GENERATION OF COMMITMENT TO EDUCATION AS A CIVIC ACTIVISM MOVE.

SO THEN HOW DO WE MARRY THE FACT THAT WE NOW KNOW EACH OTHER IN THIS DIFFERENT WAY, TO THE FACT THAT WE NOW HAVE AN ACHIEVEMENT THAT -- DEBT AND WE OWE PEOPLE YEARS OF SCHOOLING.

HOW DO WE FIGURE OUT HOW TO CLOSE THIS THING?

FOR US, IT’S BEEN TRYING TO MARRY THE MISSION WITH URGENCY TO DO RIGHT BY OUR PEOPLE.

BECAUSE YOU INVITED US IN.

SO IT’S ALMOST LIKE A MORAL OBLIGATION WHEN WE TALK ABOUT SCHOOLING AND WHEN WE TALK ABOUT, HOW DO WE FIGURE OUT HOW TO BE BRILLIANT BILINGUAL HUMANS?

I’M NO LONGER ABLE TO TALK ABOUT ACHIEVEMENT WITHOUT TALKING ABOUT THE COMMITMENT TO OUR PEOPLE.

BECAUSE IT -- OUR EXPERIENCE HAS BEEN SO DIFFICULT AND TRAUMATIC COLLECTIVELY.

WE FEEL A DEBT TO EACH OTHER.

BECAUSE WE WERE IN PEOPLE’S HOMES HAVING --, THEY ARE IN THE BUILDING.

SO WE HAVE A WHOLE JOB-TRAINING PROGRAM FOR MOMS WHO WANT TO BE TEACHERS.

THE CITY OF BOSTON JUST SIGNED A GRANT COMMITMENT WITH US SO THAT WE DO JOB DEVELOPING WHILE EDUCATING KIDS.

MOMS ARE LEARNING.

I TAUGHT 2.5 HOURS YESTERDAY ACTUALLY WITH A GROUP OF MOMS WHO ARE LIKE, TEACHING 101.

STUFF THAT I WOULD HAVE DONE FOR TEACHERS, WE ARE DOING WITH PARENTS SO THEY CAN BE WITH US IN COMMUNITY IN CLASSROOMS.

CRYSTAL: IT’S THAT WRAPAROUND THAT IS SO IMPORTANT.

EVEN AS THE KIDS TRANSITION OUT OF PRIMARY AND SECONDARY SCHOOL, WE ARE SEEING OUT OF THE PANDEMIC THAT THOSE SOCIAL EMOTIONAL ISSUES CONTINUE INTO COLLEGE.

WE KNOW THAT STUDENTS ARE SAYING IN COLLEGE THAT THEY ARE STILL STRUGGLING.

THEY’VE DONE ALL THE THINGS TO GET THE COLLEGE, ALL THE THINGS THEY ARE SUPPOSED TO.

THEY SHOW UP TO COLLEGE AND THEY HAVE ALL OF THIS STRESS IN TERMS OF THEIR MENTAL HEALTH, IN TERMS OF NAVIGATING NEW SPACES.

HOW DO YOU TALK TO THESE COLLEGE READY KIDS WHO ARE IN COLLEGE AND THEY ARE JUST TRYING TO -- WE ARE SMART ENOUGH TO BE HERE BUT THE REST OF IT, WE DON’T KNOW HOW TO MANAGE THAT.

DR. FRANCIS: RIGHT.

WE’VE SEEN AN INCREASE IN REQUESTS AND DEMANDS FOR WELLNESS SERVICES WHICH IS WHAT WE CALL MENTAL HEALTH SUPPORT.

WE DO HAVE A LICENSED SOCIAL WORKER ON STAFF.

WE HAVE SOME ADDITIONAL SUPPORT WE CAN BRING IN WHEN THOSE RESOURCES ARE OVERWHELMED.

WE ARE WORKING FROM A REFERRAL MODEL.

WE ARE COMPUTER -- COMMUTER CAMPUS.

WE THRIVE ON BEING A CLOSE KNIT COMMUNITY.

WE HAVE ABOUT OF THAT -- ABOUT A THOUSAND STUDENTS.

WE ALSO RELY ON FACULTY IN ADDITION TO THE WELLNESS TEAM TO REALLY CREATE SURROUNDSOUND AND OPPORTUNITY FOR US TO FLAG FOR EACH OTHER WHEN STUDENTS MIGHT BE HAVING TROUBLE, EVEN IF THEY DON’T BRING IT UP THEMSELVES.

I THINK THE OTHER THING THAT WE ARE REALLY LOOKING TO LEARN ABOUT IS BECAUSE WE PULLED SO MUCH FROM THE PUBLIC SCHOOL SYSTEM.

40% ARE FROM BOSTON PUBLIC SCHOOLS.

THE VAST MAJORITY OF OUR STUDENTS ARE FROM PUBLIC SCHOOLS AROUND THE GREATER BOSTON AREA.

SO WHAT ARE WE SEEING IN THE HIGH SCHOOLS THAT WE KNOW CAN BE PREDICTORS OF EXPERIENCE?

HOW DO WE REALLY PREPARE IN ADVANCE FOR WHAT WE ARE LIKELY TO SEE?

CHRONIC ABSENCE AND HE -- ABSENTEEISM SHOWING UP IN SCHOOLS AS EARLY AS ELEMENTARY SCHOOLS.

WE’VE BEEN LEARNING MORE ABOUT THAT.

WHAT DOES THAT MEAN IN TERMS OF OUR EXPECTATIONS FOR HOW YOU SHOW UP AND HOW WE SUPPORT?

SET HIGH EXPECTATIONS AND ALSO INVEST HI SUPPORT TO MAKE SURE THAT STUDENTS CAN NEED THOSE EXPECTATIONS.

WHETHER THEY ARE RAISING THEIR HANDS AND SAYING, I AM STRUGGLING.

WHETHER THEY AREN’T DOING THAT BUT WE CAN SEE THROUGH THEIR OUTPUT THAT THEY NEED SOME ADDITIONAL HELP.

WE ARE REALLY RELYING ON EACH OTHER AS WELL AS THE STUDENTS TO CREATE MORE OF A SUSTAINED FABRIC OF SUPPORT THAT WILL HELP OUR STUDENTS GET THROUGH.

WE HAVE REALLY WONDERFUL RESULTS.

WE CAN ALWAYS DO BETTER.

MORE THAN HALF OF OUR STUDENTS GRADUATE.

FOR TWO-YEAR COLLEGES, THAT’S ACTUALLY A WONDERFUL OUTCOME.

AND SO YOU KNOW, WE KNOW THAT OUR APPROACH IS WORKING.

WHAT WE ARE REALLY FOCUSED ON IS, HOW DO WE TWEAK WHAT WE ARE DOING AND KEEP MOVING FROM GOOD TO GREAT?

IN SERVICE OF THE STUDENTS AND KEEPING THAT STUDENT FIRST APPROACH.

CRYSTAL: IN TERMS OF BRIDGING THAT GAP, THAT SOCIAL EMOTIONAL GAP WITH THE DRIVE TO ACHIEVE AND THINGS LIKE THAT, WHAT ARE YOU SEEING THAT’S BEING DONE WELL RAHN: I AM A FAN OF BOSTON’S CONTINUING EXPLORATION OF HOW TO WRAPAROUND IN A TWO -- A TWO GENERATION WAY.

WE ARE THINKING ABOUT A PERMUTATION OF COMMUNITY SCHOOLS MODEL.

I WANT TO GIVE A SHOUT OUT TO CLARA SHAW, JEFF RILEY, SOME OTHER FOLKS WHO ARE REALLY SOME OF THE PROGENITORS OF THAT WORK IN BOSTON IN THE LATE 90’S AND THROUGH THE EARLY 2000’S.

REALLY TRYING TO THINK ABOUT HOW TO EVOLVE THAT.

PAUL REVEL EXPLORING CHILDREN CABINETS WHICH THEY’VE DONE ACROSS THE STATE.

I THINK BOSTON HAS TO WRESTLE WITH THE FORM.

BUT THE ASPIRATION IS EXACTLY RIGHT.

IT’S GOT TO INCLUDE MOM, DAD, AUNT, UNCLE.

TO THE DEGREE THAT THOSE CHALLENGES AROUND WELLNESS ARE SHOWING UP IN SCHOOLS, FAMILY IS STRUGGLING.

COMMUNITY IS STRUGGLING.

SO WE HAVE TO GET IT RIGHT FOR THE STUDENT BUT WE HAVE TO GET IT RIGHT FOR EVERYBODY AT HOME.

I THINK THE ADVANTAGE THAT BOSTON HAS, WHATEVER FORM IT TAKES, WE’VE GOT THE WELLNESS ASSETS IN THE COMMUNITY.

OUR CHALLENGE HAS ALWAYS BEEN A MANAGEMENT CHALLENGE.

WE PUT ALL OF THAT UNDER ONE ROOF AND ASK SCHOOLS TO BE MULTI-SERVICE AGENCIES?

THE DIRECTIVE IS HIGH QUALITY TEACHING AND LEARNING.

DO WE FIGURE OUT ANOTHER NETWORK MANAGEMENT SYSTEM THAT BRINGS THE BEST OF THE HOSPITALS CLOSE TO YOU?

THAT BRINGS THE BEST OF COMMUNITY HEALTH CLOSE TO YOU.

WE HAVE THE RIGHT ASPIRATION.

IT’S A DESIGN CHALLENGE.

CRYSTAL: WE PUT A LOT OF EMPHASIS ON STANDARDIZED TEST.

BLACK -- BLACK AND BROWN KIDS STRUGGLE.

THE -- WHAT ROLE DO YOU THINK STANDARDIZED TESTS HAVE IN TERMS OF THEIR CONFIDENCE?

EVEN AS A MOOD OUT OF PRIMARY AND SECONDARY EDUCATION.

MARCUS: I SEE THAT AS WAYS TO MEASURE -- I PREFER TO REFER TO IT AS THE EDUCATION GAP -- GAP.

THE IMPASSE IS, IT IS SUPPOSED TO MEASURE WHERE STUDENTS ARE AT A CERTAIN POINT.

BUT I THINK THE ISSUE WITH IT IS THAT WE HAVE THIS TEST WHICH IS VERY HIGH-STAKES.

BUT THERE’S NO ATTEMPT TO ADDRESS THE REALLY UNDERLYING SYSTEMIC ISSUES THAT ARE THERE.

I THINK ABOUT THE TERM -- YOU WERE TALKING ABOUT STUDENTS THAT ARE COLLEGE READY.

I THINK ABOUT THAT TERM AND WHAT THAT MEANS.

I ALSO HEAR RON TALKING ABOUT THE WRAPAROUND SERVICES AND IT BEING GENERATIONAL.

I FEEL LIKE ALL OF THESE ARE ATTEMPTS TO CLOSE THE EDUCATION DEBT.

I THINK SOMETIMES, WE SHOULD FRAME THE CONVERSATION MORE THAT THIS IS AN ONGOING THING.

IT’S ONGOING FOR CHILDREN STARTING BASICALLY FROM ZERO AND ALL THE WAY THROUGH COLLEGE.

IT’S ONGOING ALSO FOR THE PARENTS AS WELL.

SO JUST TO PUT IN AN IMPASSE.

MEASURE STUDENTS WHETHER THEY ARE PROFICIENT OR NOT PROFICIENT.

BUT THEN NOT PROVIDING THOSE WRAPAROUND SERVICES AND EVERYTHING, I THINK THAT ULTIMATELY DOES A DISSERVICE TO STUDENTS.

CRYSTAL: I IMAGINE IN A SCHOOL WHERE THE FOCUS IS BILINGUAL EDUCATION, YOU HAVE THIS TEST THAT IS NOT GEARED TOWARD THAT.

IT CAN BE AN IMMENSE CHALLENGE.

CAROLINA: THE MINUTE WE BECAME A HUB SCHOOL, INCIDENTALLY WE HAD OUR BEST YEAR.

I THINK THEY ARE COMPATIBLE.

THE PART THAT FRUSTRATES ME ABOUT THE CONVERSATION AROUND TESTING, THE PROPORTION OF THE TIME THAT WE SPEND IN COMMUNITIES OF COLOR TESTING KIDS AND NOT DOING MUCH WITH THAT INFORMATION, IT’S WILD.

BECAUSE WE ARE ALSO SOME WHITE -- SOMETIMES TESTING IN SPANISH, I’M USING 10 INSTRUCTIVE -- INSTRUCTIONAL DAYS.

THE OTHER PIECE OF IT IS, IT’S EXHAUSTING TO CONSTANTLY BE NARRATING IT AS THE GOAL.

ACTUALLY, NOBODY IS TALKING ABOUT IT IN SUBURBIA.

IT’S THE FLOOR, NOT THE CEILING.

TO ME, IT’S FRUSTRATING THAT WE AREN’T ALLOWED TO COLLECTIVELY IMAGINE A HIGHER CEILING BECAUSE WE ARE ALWAYS DANCING ON THE FLOOR.

BECAUSE YOU ARE NOT TALKING ABOUT THE CEILING, YOU ARE NEVER GOING TO MOVE THIS STUFF.

I WOULDN’T EVEN CARE THAT DEEPLY ABOUT IT IF I WERE GIVEN PERMISSION.

I THINK WE CAN DO IT THIS WAY.

I PROMISE YOU IT WILL SHOW UP OVER HERE.

THE FREEDOM TO BE ABLE TO DO THIS IS REALLY THE DREAM.

BUT I HAVE NOTICED THAT BEING HOLISTIC AROUND WHAT HUMAN BEINGS NEED, GENERATIONS OF PEOPLE EDUCATING ONE ANOTHER, MY MOM’S BRILLIANT TEACHERS.

I’VE HIRED SIX OF THEM.

CRYSTAL: IS NOT THE BEST WAY TO GET KIDS TO LEARN?

CAROLINA: IN MY OPINION, IF YOU THINK ABOUT FREEDOM SCHOOLS OR WHAT PEOPLE DO WHEN WE THINK ABOUT SCHOOLING AND BILINGUALISM, WHITE SUPREMACY CULTURE IS WHAT WE SEE IN PUBLIC EDUCATION.

IT WORKS REALLY WELL FOR WHITE PEOPLE.

WHAT WOULD IT LOOK LIKE IF OUR COMMUNITIES WERE DESIGNING OUR SCHOOLS?

MAYBE OUR KIDS WOULD DO WELL.

IT WAS TIME FOR IT.

BILINGUAL EDUCATION IS ONE OF THOSE POCKETS WHERE, THIS IS THE LATINO HOUSE.

WE WELCOME YOU TO IT AND IT WORKS.

FOR WHITE KIDS WHO HAPPEN TO BE HERE.

BUT IT’S OUR MOTTO.

THIS IS HOW WE DO THINGS.

THAT HAS PROMISE.

CRYSTAL: ONCE YOU GET INTO COLLEGE, YOU’VE DONE THE BEST YOU COULD AND YOU ARE MOVING ON TO HOPEFULLY CAREERS AND CLOSING THE WEALTH GAP THAT PEOPLE OF COLOR ARE EXPERIENCING, EXCEPT -- ESPECIALLY HERE IN GREATER BOSTON.

THE TOOLS TO HELP YOU GET THERE, BIDEN FORGIVING COLLEGE LOANS AND THINGS LIKE THAT, DO WE THINK THAT’S THE DIRECTION WE NEED TO GO TO GET TO THE PLACE WHERE BLACK AND BROWN PEOPLE ARE CLOSER TO PARITY?

WE ARE WORKING TO -- WORKING TO DO GOOD IN SCHOOLS, WORKING TO GET THE JOBS.

IT DOESN’T SEEM LIKE THE ACHIEVEMENT PIECE IS CLOSER TO PARITY THAN WE’VE BEEN WORKING TOWARDS.

I POINT TO THE NATIONAL URBAN LEAGUE STUDY THAT SHOWED IT WOULD TAKE STILL OVER 200 YEARS TO EVEN REACH PARITY WITH OUR WHITE COUNTERPARTS.

SO I’M CURIOUS YOUR THOUGHTS ON THAT.

IS IT MORE FEDERAL GOVERNMENT INTERVENTION?

IS IT AN OVERHAUL OF OUR PUBLIC SCHOOL SYSTEM?

DR. FRANCIS: I THINK THERE ARE MULTIPLE WAYS THAT WE HAVE TO ATTACK SYSTEMIC DIVESTMENT FROM THE ABILITY FOR BLACK AND BROWN PEOPLE TO EVEN READ.

LITERACY WAS OUTLAWED IN THIS COUNTRY FOR WHOLE SWATHS OF PEOPLE FOR HUNDREDS OF YEARS.

CLEARLY THERE IS A MILL YOUR RATION THAT NEEDS TO HAPPEN IN A DIFFERENT WAY.

BUT I THINK THERE ARE A NUMBER OF SOLUTIONS.

MY CHILDREN ARE AT THE HERNANDEZ WHICH IS WONDERFUL.

I THINK -- WE ARE ALSO A HISPANIC SERVING INSTITUTION.

THAT MEANS YOU REALLY NEED TO BE WIRED TO UNDERSTAND THAT A LOT OF STUDENTS ARE COMING TO OUR SCHOOL WITH MULTIPLE LANGUAGES IN THEIR TOOLBOX.

THAT’S A STRENGTH.

IT’S NOT A DEFICIT.

THAT’S A SUPERPOWER THAT PEOPLE HAVE NAVIGATED MULTIPLE LANGUAGES AND ARE LITERATE ACROSS MULTIPLE TYPES OF PLANES.

SO WHAT WE TRY TO FOCUS ON IS THE STRENGTHS.

THAT ASSET SUPPORT, INSTEAD OF FOCUSING SO MUCH ON WHERE FOLKS MIGHT BE DEFICIENT AMONG A -- I DON’T WANT TO SAY RANDOM.

SOMEWHAT ARBITRARY LIST.

OUR OUTCOMES ARE JOB PLACEMENT RATES, GRADUATION RATES, AND EARNINGS.

I THINK THAT’S A DIFFERENT SET OF OUTCOMES.

DO WE WANT OUR STUDENTS -- ARE THEY EARNING AS MUCH AS POSSIBLE?

DO THEY HAVE NEGOTIATION SKILLS?

ARE WE TEACHING THEM HOW TO ASK FOR EVEN MORE MONEY?

ARE WE BUILDING THEIR CONFIDENCE?

DO THEY KNOW WHAT TO EXPECT IN THE JOB PLACE, IN TERMS OF WHAT THEY SHOULD BE EARNING?

HOW TO ASK FOR BONUSES AND OVERTIME.

I REMEMBER A STUDENT, A GRADUATE TALKING WITH ME.

HE HAD BEEN OUT OF SCHOOL A COUPLE OF YEARS.

ABOUT AN OPPORTUNITY HE HAD FOR A RAISE.

HE WAS CONSIDERING NOT TAKING IT BECAUSE THE RAYS WOULD MOVE HIM FROM AN HOURLY EMPLOYEE TO A SALARIED EMPLOYEE.

WHEN YOU ARE HOURLY, YOU ARE ELIGIBLE FOR OVERTIME.

SO HE KNEW HOW TO CALCULATE EARNINGS.

IF I NEED MORE MONEY, I WORK MORE HOURS.

SALARIED, THEY COULD WORK ME FOREVER AND I WOULD EARN THE SAME THING.

BUT IT PUTS YOU ON A DIFFERENT TRACK.

IT MOVES YOU INTO A DIRECT -- INTO A DIFFERENT TRAJECTORY.

THIS YOUNG MAN TO TAKE THE ROLE PIGOT HE HAS SINCE BEEN PROMOTED TWICE.

THAT WAS A CONVERSATION THAT HE NEEDED TO HAVE AND HE DIDN’T HAVE ANYONE WITH WHOM TO HAVE THAT.

ARE WE IN INSTITUTION, A SCHOOL WHERE PEOPLE CAN HAVE THOSE CONVERSATIONS THAT THEY DON’T HAVE ACCESS TO IN THE HOME?

IT’S AN IMPORTANT RESOURCE TO BE ABLE TO COME BACK TO A PLACE LIKE OURS TO HELP NAVIGATE THEIR WAY THROUGH WHAT IT MEANS TO ACTUALLY EARN YOUR WAY INTO PARITY, IN TERMS OF THE ECONOMIC SENSE.

RAHN: LET ME BE DELICATE ABOUT WHAT I’M GOING TO SAY.

SO I WANT TO NAME THAT EDUCATION IS AN INHERENT GOOD AND A NECESSITY FOR OUR PROGRESS.

COMMUNITY LEVEL, NATIONAL LEVEL.

IT IS NOT THE SILVER BULLET ON CLOSING THE WEALTH GAP.

TWO THINGS NEED TO HAPPEN AT THE SAME TIME.

WE NEED TO SET OUR YOUNG PEOPLE UP FOR SUCCESS.

AT THE SAME TIME, WE NEED TO FIGURE OUT WHAT THE WEALTH TRANSFER IN THIS COUNTRY IS GOING TO BE TO ACHIEVE THE PARITY THAT YOU WANT.

BY THE TIME I LEFT GOVERNMENT, I THINK I WAS WORKING AS MUCH ON AFFORDABLE HOUSING ACCESS, GUARANTEED INCOME, AND A FEW OTHER THINGS TO ASK THE QUESTION , IF WE SET HOUSEHOLDS UP FOR RESOURCE AND FINANCIAL SUCCESS, DOES IT HAVE AN IMPACT ON LEARNING?

SOMETIMES, WE TELL FAMILIES, HANG IN WITH US FOR 12 YEARS, 16 YEARS AND LET’S SEE WHAT HAPPENS.

WE ACTUALLY KNOW STATISTICALLY THAT THE LINK BETWEEN EDUCATION AND ECONOMIC MOBILITY IN AMERICA IS FAIRLY WEAK.

IT IS DESIGNED TO BE SO.

IF WE THINK THAT THERE ARE RESOURCE BEAR CAREERS -- BARRIERS AT THE BEGINNING, LET’S TAKE THEM AWAY.

CRYSTAL: I WANT TO CONTINUE THAT CONVERSATION BUT THAT’S THE END OF OUR BROADCAST.

THANK YOU SO MUCH TO ALL OF OUR GAS AND THANK YOU FOR WATCHING.

STAY WITH US AS WE CONTINUE THIS CONVERSATION ON OUR DIGITAL PLATFORMS, YOUTUBE, AND FACEBOOK.

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