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A List of Affordable Learning Resources for Students in Middle School and High School.
Recently, we published an article that touched on the current plight of the public and nonpublic school system in the United States. Unending as the list of plight-related woes may seem, our ultimate goal is to highlight the very practical courses of action available to parents, community leaders and local school authorities to help remedy the adverse situations we are facing when it comes to educating our children.
As promised, here is a shortlist of viable options for improving the education of the next generation of world leaders. This list includes resources to fill in the gap of Social Emotional Learning experienced by most students, as well as core learning subjects such as English, History, Mathematics and Science.
We created this resource to expand accessibility for parents who wish to improve learning opportunities for their children.
Recently, we published an article that touched on the current plight of the public and nonpublic school system in the United States. Unending as the list of plight-related woes may seem, our ultimate goal is to highlight the very practical courses of action available to parents, community leaders and local school authorities to help remedy the adverse situations we are facing when it comes to educating our children.
As promised, here is a shortlist of viable options for improving the education of the next generation of world leaders. This list includes resources to fill in the gap of Social Emotional Learning experienced by most students, as well as core learning subjects such as English, History, Mathematics and Science.
Social Emotional Learning at SEA (ages 13 and up)
Self Exploration Academy (SEA) is an online platform expanding access to holistic higher education for children and adults ages 13 and up by creating learning programs to advocate awareness, agency, confidence and competence within its students.
Register for our headline course, Identity, Expression and Desire. This is an on demand learning course that is designed to build up each student’s skills in self-awareness, self-expression and self-determination. Click here to view the full course outline. Click here to register.
Orientation launches on January 02, 2023. Here is a brief overview of what each student will learn:
Communication
Public Speaking + Presentation
Goal Setting + Execution
Deductive Reasoning
Mindfulness
Critical + Integrative Thinking
Self-Discovery
Self-Expression
Self-Determination
Universal Core Competencies
English Learning with 98thPercentile
98thPercentile offers Live Online, Math, English, Public Speaking and Coding programs for K-12 students that are geared to drive them a grade ahead in just 6 months, GUARANTEED. (via website)
You can book a free trial of English Language Arts learning, take a free online placement test to see where your child’s English skill levels are and speak with a specialist to enrol them in a promotional class, or get started with free English worksheets.
Here is a brief overview of what students can expect to learn:
Reading Fluency and Comprehension
Vocabulary, Spelling and Grammar
Single Paragraph Essay Writing
Multi-Paragraph Essay Writing
Multi-Genre Writing Structure
History / Social Studies Learning with Outschool
Outschool is an online learning platform for students as young as three years old, all the way up to 18 years of age. Founded in 2015, Outschool was originally known among the homeschooled community and quickly grew in popularity among conventional school goers as well. In 2020, their dynamic live learning provisions skyrocketed their success, and helped them create affordable access to quality learning experiences for many more students and families.
We recommend registering for history courses today. One thing we love about Outschool is the wide range of options available. Here are some of the course offerings to consider in this subject:
Afternoon Tea With Artists - Art History | Small Online Class for Ages 8-12
Let's Learn Geography: Around the World Travel Class | Small Online Class for Ages 7-11
African American History: Civil Rights - The Sit-In Movement | Small Online Class for Ages 6-11
Mathematics Learning with ALEKS® by McGraw-Hill
“ALEKS is an online math assessment and adaptive learning program for grades 3–12 that helps students review and successfully master the skills needed to meet critical mathematical benchmarks and standards.” (via website)
Developed by McGraw-Hill, ALEKS offers a myriad of learning opportunities for students with course content ranging “from Grade 3 to Precalculus which allows students to work on lesson-level content at their own pace while still acquiring prerequisite skill support or extending their learning, making it ideal for remediation, intervention, or enrichment settings.” (via website)
Click here to discover the right course options for your children, and register today.
Science Learning with Mad Science Worldwide
Mad Science Worldwide is an international learning franchise on a mission to “inspire children through science, sparking lifelong imagination and curiosity.” A blurb from their website:
For over 30 years, Mad Science has developed science programs that are kid-tested and approved. From our humble beginnings to the present day, we have always believed that hands-on, fun STEM experiences form the foundation of a lifelong love of science, technology, engineering, and math! (via website)
More recently, their team of scientists and STEM educators have created a learning space online to provide convenient and enriching learning experiences for kids around the world. The learning platform includes a “variety of different content types, from video lessons and quick, at-home experiments to science challenges, quizzes and fun activity sheets,” all at a price of $10 USD per month! Click here to learn more.
As of this writing, Self Exploration Academy (SEA) remains unaffiliated with the aforementioned learning institutions. Your decision to review and invest in the learning opportunities they provide has no fiscal impact on SEA. We do not receive a commission of any kind by sharing these resources with you. We wholeheartedly recommend visiting these sites to learn more about how they may help you in providing the optimal learning opportunities for your children, and are more than happy to provide additional information and support regarding the courses offered here at SEA.
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Our Children Deserve Better Education. Parents Can and Must Act Now.
This issue of insufficiency, inaccuracy and possible lack of fundamental teaching in nonpublic and religious schooling is nothing new. For years, parents, local school authorities and departments of education have been in constant exchange on the matter of regulating the instructional materials of nonpublic schooling for children.
As upsetting as the news surrounding public and nonpublic education in The United States may be, instead of simply viewing it as a call to worry or a call to complain, Self Exploration Academy sees this as an opportunity and a call to take action and create real change. Now more than ever, parents need to know that there are opportunities to ensure their children have access to the education they need in order to be successful and productive citizens in their communities.
The dwindling state of public and nonpublic education is presenting a strong call to action for parents across the United States.
Recent reports on the state of education in the United States have been alarming to say the least. From the religious and nonpublic to the public sector of P-12 learning, statistics show a troubling decline in instructional content of the institution, and in the learning progress of students. In some cases, parents and caretakers are doing everything they can to take action or supplement learning for their children where institutionalised education has failed them, and in many other cases, parents struggle to discover practical options.
An article published in The New York Times on December 12, 2022 shone a light on the unique challenges parents are facing in Hasidic Jewish communities when trying to withdraw their children from yeshivas and place them in secular schools. A core concern of the parents taking action in many of these cases is the insufficiency, inaccuracy and possible lack of teaching around fundamental subjects such as Mathematics, History, English and Science. A major reasoning behind this issue is the traditional prioritisation of praying and studying Jewish law above all else. A 10-year-old boy with dreams of working for NASA, according to his mother, was told by his teacher “that the planets revolve around the Earth.” (New York Times, 2022)
This issue of insufficiency, inaccuracy and possible lack of fundamental teaching in nonpublic and religious schooling is nothing new. For years, parents, local school authorities and departments of education have been in constant exchange on the matter of regulating the instructional materials of nonpublic schooling for children. Case in point – just this September, a new proposal was sent to the P-12 Education Committee from James N. Baldwin, the Senior Deputy Commissioner of The State Education Department. The proposal is an amendment to Part 130 of the Regulations of the Commissioner of Education relating to nonpublic schools and substantially equivalent instruction for nonpublic school students. Substantially equivalent instruction is a legal term used in this scenario as a way to say that the teachings of nonpublic schools should at least meet the basic requirements or standards of public school education.
Generally speaking, public schools ought to be seen as the basic standard for education for students of P-12 learning age. Unfortunately though, recent data demonstrates that over the last 20 years, and certainly since the onset of the pandemic, there has been a noticeable decline in the learning progress of students enrolled in public schools across the United States. A recent article published to The Academy Blog explored how more than half of all K-12 public schools in the nation being understaffed has contributed to this decline, and yet another article documented the social and economic stress of learning loss amongst public school students during the pandemic, students who in some cases have fallen behind by more than a year in their academic performance.
As upsetting as the news surrounding public and nonpublic education in The United States may be, instead of simply viewing it as a call to worry or a call to complain, Self Exploration Academy sees this as an opportunity and a call to take action and create real change. Now more than ever, parents need to know that there are opportunities to ensure their children have access to the education they need in order to be successful and productive citizens in their communities. From the rudimentary and essential contents of Mathematics, English, History and Science, to the more nuanced subjects of the Arts and Social Emotional Learning. The future belongs to the next generation, but only if they develop the skills needed to take ownership in the lives they lead.
For parents who wish to see their children succeed, we want to help. Self Exploration Academy offers courses focused on social emotional learning to help build awareness, agency, confidence and competency within its students. We fill the gap between the essentials of core academic instruction and core competencies needed to navigate the real world successfully, however, many institutions responsible for providing sufficient core academic instruction are failing to do just that. So we are building a short list to resource parents and caretakers who wish to create every opportunity for their children to learn, grow and succeed.
The list will be published one week from today. In the meantime, please feel free to explore our headline on demand course, Identity, Expression and Desire. This course is designed for students aged 13 and up, to build up each student’s skills in self-awareness, self-expression and self-determination. You can view the course outline here, and pre register for the course here. Orientation begins Monday, January 02, 2023.
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Karen Bass Sworn in as the First Woman Mayor of Los Angeles
At 69 years old, Karen Bass started a new chapter in her life, and the life of the city of Los Angeles, as she assumes the role of the city’s 43rd chief executive. Not only has she made history as the first woman to become mayor in Los Angeles, she is also the second Black person to have ever been elected to this office. In our review of this remarkable feat, we took some time to reflect on a few universal core competencies that Mayor Bass has displayed throughout her career, and that are of high visibility and significance today.
When life is hard for some Angelenos, it affects all Angelenos.
On Sunday, December 11, 2022, Karen Bass was officially sworn in as the first woman elected to the office of mayor in the city of Los Angeles, California. The swearing in ceremony was led by none other than Vice President Kamala Harris, who is the first woman to serve as Vice President of the United States of America.
During her speech, Mayor Bass announced that her first act as the city’s new mayor would be to pay a visit to the emergency operations centres of Los Angeles and declare a state of emergency on homelessness in Los Angeles. “When life is hard for some Angelenos,” she said, “it affects all Angelenos.”
“My emergency declaration will recognise the severity of our crisis, and break new ground to maximise our ability to urgently move people inside, and to do so for good.”
Mayor Bass is intent on navigating the city out of the extreme challenges of homelessness that it has been facing for years on end. According to the New York Times, out of the approximately 69,000 homeless people living in Los Angeles, 17,000 of them are to be housed within the first year of Mayor Bass’s term.
Another promise made by the mayor was to increase the presence of law enforcement throughout the city. In September of this year, the Los Angeles Times reported that two men were arrested and charged with burglary after breaking into the politician’s home.
It was a hard fought race won by Bass, who has been in politics for nearly 20 years, starting with the California State Assembly in 2005, serving on various different law making committees from 2011 to 2022, and as a congresswoman representing California’s 37th district since 2013. She won against billionaire real estate developer, Rick Caruso in a race so close to call that uncertainty loomed for a week after the election took place as each ballot was being accounted for.
At 69 years old, Karen Bass started a new chapter in her life, and the life of the city of Los Angeles, as she assumes the role of the city’s 43rd chief executive. Not only has she made history as the first woman to become mayor in Los Angeles, she is also the second Black person to have ever been elected to this office. In our review of this remarkable feat, we took some time to reflect on a few universal core competencies that Mayor Bass has displayed throughout her career, and that are of high visibility and significance today.
Mayor Karen Bass x Universal Core Competencies
Empathy – One's capacity for observing, understanding and actively sharing the feelings and perspectives of others. (The Academic Glossary)
“When life is hard for some Angelenos, it affects all Angelenos.” Mayor Bass has been very vocal and very clear about her position on the issue of homelessness. In her statement, she demonstrates an awareness of how the plight of the homeless is not merely isolated to those who are without homes, but that it actually impacts the lives of all citizens living in Los Angeles.
Competitiveness – One's capacity for developing and maintaining skills and competencies that are objectively superior to those of one's peers. (The Academic Glossary)
It was a narrow race for many reasons. The city’s population alone (more than three million) sheds light on just how big the audience of Los Angeles really is, and paints a picture of how strong the conviction of one’s message must be in order to produce a winning vote in the end. Until a week after the election, it was still deemed as too close to call.
Urgency – One's capacity for taking immediate action. (The Academic Glossary)
Just after she was sworn in as the city’s 43rd chief executive, Mayor Bass vowed her first act as mayor would be to declare homelessness in the city of Los Angeles as a state of emergency. Citizens have felt hopeless and unsure on whether or not real action would ever be taken to address this issue, and if Mayor Bass comes through on her promise, the city is bound to see a dramatic and very real sense of change.
Watch the swearing in of Mayor Karen Bass, led by US Vice President Kamala Harris below.
KH: “I, Karen Ruth Bass”
KB: I, Karen Ruth Bass
KH: “Do solemnly swear”
KB: Do solemnly swear
KH: “That I will support the Constitution of the United States.”
KB: That I will support the Constitution of the United States.
KH: “The Constitution of the State of California.”
KB: The Constitution of the State of California.
KH: “And the Charter of the City of Los Angeles.”
KB: And the Charter of the City of Los Angeles.
KH: “And that I will faithfully discharge the duties”
KB: And that I will faithfully discharge the duties
KH: “Of the office of Mayor.
KB: Of the office of Mayor.
KH: “According to my best ability.”
KB: According to my best ability.
KH: Madam Mayor *reaches out to initiate handshake*
KB: *Shakes hand of the United States Vice President*
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Who is Going to Save Humanities?
One might suggest that it is merely optics, or poor marketing that is to be held accountable for the way the study of the liberal arts and humanities is viewed today. For some reason, fewer people seem eager to perceive the value of these fields than ever before, or at least since in the last 20 years or so. Then again, the world has changed a lot in the last 20 years.
And who is going to protect the progress of human innovation?
The study of liberal arts and humanities was once much more respected than it is today. And for anyone who was in school in the last 20 years, you probably know and agree with this yourself. Things are not what they used to be.
In November 2021, The Hechinger Report announced that college graduates who studied in the field of humanities (English, history, philosophy, religion, foreign languages, ethnic studies and communications) have lowered in numbers for the eighth consecutive year. Using info gathered from the Integrated Postsecondary Education Data System, the report noted that “Fewer than one in 10 college graduates obtained humanities degrees in 2020, down 25 percent since 2012.” Meanwhile, the number of graduates studying business in 2020 exceeded 430,000, measuring a 60% increase over 20 years of postsecondary education data. (Hechinger Report, 2021)
One might suggest that it is merely optics, or poor marketing that is to be held accountable for the way the study of the liberal arts and humanities is viewed today. For some reason, fewer people seem eager to perceive the value of these fields than ever before, or at least since in the last 20 years or so. Then again, the world has changed a lot in the last 20 years. The rise of social media and digital marketing has impacted societal norms in major ways, including the ways in which children interact with their parents and their peers, as well as the ways in which they engage new information and opportunities to learn.
Mr. John Agresto, described recently in the Wall Street Journal as a “lifelong champion of liberal-arts education,” made a statement regarding his observations of how students’ attitudes have changed over the years. “They have gone from docile to uninterested to fiercely combative,” he said. Mr. Agresto served for five decades as a professor and an administrator during his career in education. (Wall Street Journal, 2022)
Arguments for and against the study of the liberal arts and humanities really go the distance. According to the American Academy of Arts & Sciences, life was deemed as generally satisfactory for 90 percent of humanities graduates in 2019. The same publication reported that humanities graduates generally make less than business and other STEM graduates. Even with both these factors in mind, the publication notes that a rise in technology use and its impact on the reading habits of newer generations may have a considerable role to play in the decline of new humanities students, a field of study that requires a lot of reading. (American Academy of Arts & Sciences, 2021)
Ultimately, the fate of the study of humanities is in our hands. And the time to make a change is now.
At SEA, we believe that the study of the liberal arts and humanities, and the respect thereof, is vital to the progress of human innovation. Think Apple. Think Twitter 2.0, or Disney+. Think Franz Kafka, Marina Abramovic or Rupi Kaur. Think Beyoncé, Ye, Lizzo or Kim Kardashian. Or maybe just think about yourself, and all the ideas driven and inspired by what you’ve learned in your own studies of the liberal arts and humanities through the years, whether by institutionalised education or independent means.
The study of English, history, philosophy, religion, foreign languages, ethnic studies and communications drives curiosity and conversation in ways that are unique to the condition of being human – filled with passion, desire, perspective and emotion. As Mr. Agresto so eloquently put it, “no matter what you want to become… the liberal arts have something to teach you.” (Wall Street Journal, 2022)
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Emmanuel Tarpin: Parisian High Jeweller and Environmentalist
Emmanuel Tarpin, a Paris-based jeweller who launched his eponymous jewellery brand in 2017 at the age of 25, has been a major player in the world of high jewellery from very early into his career. Inspired by nature, he is known for his “exquisite bijoux that break free from convention with bold silhouettes, layered textures, and unexpected stone compositions.” (Galerie Magazine, 2019)
More recently, he has been in the news for his inspiring acts of goodwill—using his work to support the coral reef organisation in French Polynesia.
Let’s preserve our oceans, our planet.
Emmanuel Tarpin, a Paris-based jeweller who launched his eponymous jewellery brand in 2017 at the age of 25, has been a major player in the world of high jewellery from very early into his career. Inspired by nature, he is known for his “exquisite bijoux that break free from convention with bold silhouettes, layered textures, and unexpected stone compositions.” (Galerie Magazine, 2019) More recently, he has been in the news for his inspiring acts of goodwill—using his work to support the coral reef organisation in French Polynesia.
Reported in the New York Times as his first philanthropic partnership, Emmanuel “has committed to selling several of his one-of-a-kind jewels to support the work of Coral Gardeners, a nongovernmental organization based in Moorea, French Polynesia, whose mission is to create a global movement to save coral reefs. An avid diver, he first heard of the organization from an instructor about a year ago.” (New York Times, 2022)
In a post published to his Instagram account on September 10, 2022, the artist himself announced:
“Thrilled to announce my collaboration with @coralgardeners organization
Nature is my source of inspiration and fighting for its preservation has always been obvious for me.
Spending a month with the team, learning from them and understanding their cause affected me.
I decided to create one of a kind high jewelry pieces inspired by sea world and offer benefits to help them in their actions to replant and rebuild coral reefs.
Let’s preserve our oceans, our planet.” – Emmanuel Tarpin (via Instagram)
True to form, we took a moment to admire some of the universal core competencies we saw on display as we learned of Emmanuel Tarpin and his work this week. Here are three things that came to mind:
Emmanuel Tarpin x Universal Core Competencies
Accurate Listening – One's capacity for exercising a willingness to hear what others are actually saying instead of what one believes others will or should say, or what one believes others may have meant. (The Academic Glossary)
In his announcement (mentioned above), Emmanuel shared that he had taken the time to learn and understand the cause of the Coral Gardners, and that this is what moved him to take action and partner with them to help support the health and preservation of the oceans of the world.
Awareness of Others – One's capacity for seeing beyond one's self to observe and understand the existence, the objective qualities, the needs and the interests of others. (The Academic Glossary)
Most often, we view this universal core competency as something that should be directed towards a person’s awareness of other people. Here though, we see an expanded use case of the term. In order for Emmanuel to see the significance of his participation in this philanthropic partnership, he had to come into the awareness of the objective qualities, the needs and the interests of ocean life, and the health of the world we live in.
It’s one thing to find your source of inspiration. It’s an entirely different thing to build a relationship with that source.
Conceptual Thinking – One's capacity for successfully evaluating abstract and nonlinear ideas, processes and organisations in an accurate and dependable manner. (The Academic Glossary)
Emmanuel Tarpin took his love for creating pieces shaped by inspiration from the world around him – he’s an experienced diver with an affinity for the ocean – and created an opportunity for others to help make a calculable positive change in the world.
As reported in the New York Times, Emmanuel, in partnership with Coral Gardners, will sell “several of his one-of-a-kind jewels,” donating 80% of the proceeds to the organisation to help preserve the oceans. (New York Times, 2022)
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Understaffed Public Schools Are a Problem. We Need a Solution Now.
The Institute of Education Sciences published new federal data this September, confirming the fact that 53% of all K-12 public schools in the United States felt understaffed and were experiencing difficulties in filling teaching positions for the 2022-23 school year.
We can build strategy for the next generation of students until we’re blue in the face, but no longer can we deny or delay a reality that persists. Understaffed public schools diminish institutional capacity for thorough, high quality education.
We must create sustainable solutions to the losses endured by young learners, and we should do so sooner rather than later.
The Covid-19 pandemic is one that took most by surprise, and left many of us feeling more uncertain than ever about our future, and the future of our loved ones. According to the editorial board at The Wall Street Journal, the long term economic impact on a generation of kids in grade schools across the United States is also a cause for genuine concern after many students have fallen behind in their learning journey.
“If the recent learning loss can’t be reversed, it would equate to a 1.6% drop in lifetime earnings for the average K-12 student, or a nationwide total of some $900 billion.” (Wall Street Journal, 2022)
A study conducted by researchers at Harvard and Dartmouth discovered that after three decades of improved math performance within eighth graders across the United States, an estimated 40% of progress made was lost between the years 2019 and 2022. Furthermore, the study suggested that if these learning losses accrued during the pandemic were not somehow made up for, the long term implications would amount to a “1.6 percent decline in present value of lifetime earnings for the average K-12 student (or $19,400), totaling $900 billion for the 48 million students enrolled in public schools during the 2020-21 school year.”
As the article published in the Wall Street Journal mentions, learning losses for students from more affluent families, neighborhoods and schools are not nearly as dramatic or concerning. The major concern comes into play with lower income public school families, most of whose children qualify for free or reduced cost lunch (for perspective). Parents who cannot afford to whisk their children away from insufficient or otherwise dissatisfactory learning opportunities and environments are in dire need of an alternative to help secure a better future for the next generation of their families.
The conclusion reached in the study by researchers at Harvard and Dartmouth recommends a federal pandemic relief investment of $190 billion to directly fund the reversal effort of learning loss in grade school math across the nation, however, whether or not the federal funding is supplied in time, there may now more than ever be an even stronger case for creating programs that help build integrative and deductive reasoning skills within young learners, who are soon to be the leaders of tomorrow whether they are ready by previously upheld standards or not.
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Jennifer Weber and the Power of Authenticity, Ownership and Understanding
Jennifer Weber is an Emmy Award winning and Olivier award nominated choreographic artist based in New York City and Los Angeles. At 44 years of age, she has racked up quite the list of accomplishments, and enjoys the privilege of finding success in a dream that was born in her heart more than three decades ago.
I can only take from my own experiences and hope that feels authentic onstage because it is coming from my authenticity.
Jennifer Weber is an Emmy Award winning and Olivier award nominated choreographic artist based in New York City and Los Angeles. At 44 years of age, she has racked up quite the list of accomplishments, and enjoys the privilege of finding success in a dream that was born in her heart more than three decades ago.
Currently, she’s making headlines left and right for her contributions to not one, but two Broadway shows that opened earlier this month. And with all the buzz surrounding her and her work, we were most inspired by her display of some universal core competencies as it pertains to authenticity, ownership and understanding in a strong work ethic and the advent of chasing your dreams.
Jennifer Weber x Universal Core Competencies
From what we’ve been seeing and reading lately, we understand that Jennifer is a hard and consistent worker, with a collaborative heart and a true love for what she does. Here are some of the core competencies that we see on display from her work:
Self Esteem – One’s capacity for perceiving and respecting one’s own inherent value. (The Academic Glossary)
In an Instagram post, Jennifer shared a childhood photo of herself with an “Oscar” award that her parents had gotten her alongside a photo of her as an adult with an Emmy Award that she won for her choreographic contributions to “Hip Hop Nutcracker featuring Kurtis Blow” in 2019. With a bright smile painted across her face in both images, Jennifer concluded her caption by saying “I think I basically look the same.”
The post inspires the thought that Ms. Weber has long known that she is worthy of support and celebration, and that she is worth believing in. It inspires the thought that she has long understood and embraced the idea that her dreams are worth chasing.
Self-Expression – One's capacity for sharing one's own thoughts, feelings and ideas with others, especially in writing, art, music or dance. (The Academic Glossary)
According to a recent article, published in The New York Times, it was seeing “A Chorus Line” in New York at nine years of age that precipitated Weber’s dreams of Broadway. As the author of the article puts it, “once back home in Amherst, Mass., she just started doing it, choreographing a dance for herself and her younger brother and recording it on a video camera borrowed from the library. She had never taken a dance class.” (New York Times, 2022)
Positive Attitude – One's capacity for consciously employing a thought process that encourages the production of confidence and clarity in real life experiences through words and actions. (The Academic Glossary)
In the same article referenced earlier, there were significant notes pointing towards the positive energy that Jennifer Weber has exude. “When she comes into the room, the room lights up,” Kurtis Blow says of her. Kurtis was featured in the Emmy Award Winning production of Hip Hop Nutcracker, a project on which Weber was the choreographer.
Awareness of Motivational Needs – One's capacity for perceiving, understanding and communicating that which drives a person to take action towards a goal or a directive. (The Academic Glossary)
We chose to highlight this universal core competency because it often speaks to a certain level of leadership in a person, and that’s what we’ve gleaned from all the things we’ve learned about Jennifer Weber so far. As a hardworking and critically accomplished choreographer, she is respected as someone who understands the profession both technically and personally in that she is a strong director who carries authority while also creating a safe space for dancers to feel free and in charge of their own contribution to a collaborative body of work.
Today, you can see her two shows, &Juliet and KPOP on Broadway in New York. You can also stream The Hip Hop Nutcrakcer on Disney+, or catch the live performance on which the film is based by visiting The Hip Hop Nutcracker on Tour.
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The Economic Stress of Learning Loss During Covid May Far Outlive the Pandemic, Unless Relief Comes
The conclusion reached in the study by researchers at Harvard and Dartmouth recommends a federal pandemic relief investment of $190 billion to directly fund the reversal effort of learning loss in grade school math across the nation, however, whether or not the federal funding is supplied in time, there may now more than ever be an even stronger case for creating programs that help build integrative and deductive reasoning skills within young learners, who are soon to be the leaders of tomorrow whether they are ready by previously upheld standards or not.
We must create sustainable solutions to the losses endured by young learners, and we should do so sooner rather than later.
The Covid-19 pandemic is one that took most by surprise, and left many of us feeling more uncertain than ever about our future, and the future of our loved ones. According to the editorial board at The Wall Street Journal, the long term economic impact on a generation of kids in grade schools across the United States is also a cause for genuine concern after many students have fallen behind in their learning journey.
“If the recent learning loss can’t be reversed, it would equate to a 1.6% drop in lifetime earnings for the average K-12 student, or a nationwide total of some $900 billion.” (Wall Street Journal, 2022)
A study conducted by researchers at Harvard and Dartmouth discovered that after three decades of improved math performance within eighth graders across the United States, an estimated 40% of progress made was lost between the years 2019 and 2022. Furthermore, the study suggested that if these learning losses accrued during the pandemic were not somehow made up for, the long term implications would amount to a “1.6 percent decline in present value of lifetime earnings for the average K-12 student (or $19,400), totaling $900 billion for the 48 million students enrolled in public schools during the 2020-21 school year.”
As the article published in the Wall Street Journal mentions, learning losses for students from more affluent families, neighborhoods and schools are not nearly as dramatic or concerning. The major concern comes into play with lower income public school families, most of whose children qualify for free or reduced cost lunch (for perspective). Parents who cannot afford to whisk their children away from insufficient or otherwise dissatisfactory learning opportunities and environments are in dire need of an alternative to help secure a better future for the next generation of their families.
The conclusion reached in the study by researchers at Harvard and Dartmouth recommends a federal pandemic relief investment of $190 billion to directly fund the reversal effort of learning loss in grade school math across the nation, however, whether or not the federal funding is supplied in time, there may now more than ever be an even stronger case for creating programs that help build integrative and deductive reasoning skills within young learners, who are soon to be the leaders of tomorrow whether they are ready by previously upheld standards or not.
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Thierry Mugler: An Architect of Extreme Glamour and Serious Strength
The Mugler-impact was undeniable, as we would certainly live to see well into the decades to come. Since the late 2000s, Mugler’s work has been introduced to generations of young people, especially through such cultural influencers as Lady Gaga, Beyoncé and Cardi B. His commitment to presenting the female as powerful and self-determined is one that has resonated with many, and has certainly helped to keep the name “Mugler” alive and on fire.
“In my work I’ve always tried to make people look stronger than they really are.”
Bigger than Big
Thierry Mugler is an eternal staple at the intersection of fashion, beauty and design. Emerging as a major player in the fashion scene of the 1980s and 1990s, he became quite popular for his larger than life concepts, and maintained a high level of respect among luminaries in style and pop culture for decades to come.
In an article published by The New York Times, Vanessa Friedman pulls a quote from Montreal Museum of Arts curator, Thierry-Maxime Loriot, who described Mugler as a “pioneer when it came to women’s empowerment and diversity, starting in the 1970s.” (The New York Times, 2022) She later goes on herself to describe his followup work as “kitsch razzle-dazzle,” suggesting that what he produced after the sale of his brand to Clarins in 1997 was a bit off compared to what people had come to know and love of him.
Still, the Mugler-impact was undeniable, as we would certainly live to see well into the decades to come. Since the late 2000s, Mugler’s work has been introduced to generations of young people, especially through such cultural influencers as Lady Gaga, Beyoncé and Cardi B.
“In my work I’ve always tried to make people look stronger than they really are.” – Thierry Mugler
His commitment to presenting the female as powerful and self-determined is one that has resonated with many, and has certainly helped to keep the name “Mugler” alive and on fire.
A Relentless Pioneer
There are many notable takeaways from the overview of his career, as referenced in the New York Times. For one, there’s the embrace of faux fur and printed leather well before the fashion world adhered to a campaign of minimising animal cruelty for the sake of style. Another example of Mugler’s pioneerism is the experimentation with exposing the rear end of the model – this is something Vanessa notes Mugler did before McQueen “introduced the bumster.” In another lens of channelling his inner pioneer, Thierry cast drag queens in his shows, right alongside the most respected and prominent female models who also walked in his runway shows.
The list of acts that made Mugler a pioneer in the worlds of fashion, art and style go on. He was one of the select designers featured in famed photographer of the 1980s, Lucille Khornak’s first book, Fashion 2001.
Challenger of the Impossible
One of the biggest things people admire about Thierry Mugler and his work was his commitment to the curious and the unexpected. One of his most iconic pieces, a dress called “La Chimère,” reportedly took “thousands of hours to create,” featuring “a rainbow of exactingly beaded scales that form the iridescent carapace of a mythic creature.” It presented such complications for the advent of getting it on the body that it is said to have always travelled on a mannequin. Attempting to walk down the runway apparently proved to be an even greater source of difficulty in fashion.
“Though the idea of trading freedom for effect may seem the literal antithesis of empowerment, that imagery helped clear a path in the collective imagination.” (The New York Times, 2022)
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How Will Students in Debt Find Relief? The Truth is, No One Really Knows.
According to the Education Data Initiative, “The average debt for a 4-year Bachelor’s degree is $34,100.” While that may not seem like a large sum at first glance, it tends to be a bigger deal than you might think. The general consensus is that students graduating from college with student loans should expect to be paying those loans off for the next 10 to 30 years of their lives.
The fate of President Biden’s student debt relief plan is uncertain at best. And for incoming students, the implication of long-term debt can be quite troubling.
The progress of the debt relief plan for millions of students announced by President Joe Biden and his administration has been put on hold due to blockage in the United States court system.
On November 11, 2022, US News reported that “a federal judge in Texas blocked President Joe Biden’s student loan cancellation plan on Thursday evening, ruling that the effort to erase hundreds of billions of dollars in debt exceeds his executive authority and must be vacated.”
The ruling comes after a period of more than a year and a half where President Biden seemed unclear on whether or not the cancellation of student loan debt would actually happen or, more importantly, whether or not he actually had the executive authority to make it happen.
According to the Education Data Initiative, “The average debt for a 4-year Bachelor’s degree is $34,100.” While that may not seem like a large sum at first glance, it tends to be a bigger deal than you might think. The general consensus is that students graduating from college with student loans should expect to be paying those loans off for the next 10 to 30 years of their lives. This is consistent with findings reported on Bankrate, Best Colleges, Ramsey Solutions, Financial Panther, and a research report published at One Wisconsin Institute in 2021.
For an estimated 40 million borrowers, the student debt forgiveness plan announced by President Biden would “cancel $10,000 for borrowers making $125,000, or $250,000 for married couples, and $20,000 for those who also received federal Pell Grants.” (US News, 2022) But it’s not all rainbows and sunshine for everyone who qualifies. Since the program went live last month, several qualified applicants have argued that it would actually do more harm than good due to state tax consequences.
The fate of President Biden’s student debt relief plan is uncertain at best. And for incoming students, the implication of long-term debt can be quite troubling.
Less than three years ago, CNBC reported that between 2009 and 2019, the cost of college had gone up by more than 25% according to research published to The College Board. Still, when data presents conflicting figures (as previously reported in The New York Times) as to the percentage of college graduates outearning those who are without a degree six to 10 years after enrolling in college, it is worth noting that the higher education journey of a student deserves some serious deliberation.
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US Politics Seriously Impact the Way Students Understand and Communicate Identity
Tuesday November 06 marks another midterm election in the democratic system of the United States, and its impact on the way students will be able to develop their understanding and communication of identity is nothing to ignore.
Let’s explore three examples of how your vote impacts the learning outcomes of the next generation.
Let’s explore three examples of how your vote impacts the learning outcomes of the next generation.
Tuesday November 06 marks another midterm election in the democratic system of the United States, and its impact on the way students will be able to develop their understanding and communication of identity is nothing to ignore.
Across the country, a number of amendments and propositions have made their way onto the ballot this season, and while each of them may have a unique high level focus, the real-life implications on the way students perceive and express themselves and each other is worth analysis.
Arizona Proposition 308, In-State Tuition for Non-Citizen Residents Measure (2022)
The aim of Proposition 308 is to allow non-citizen students – so long as they are not considered non-resident aliens according to federal law – access to in-state tuition, provided they have met the following criteria:
The student must have attended school in Arizona for a minimum of two years AND
The student must have graduated from a public school, private school or homeschool in the state of Arizona
The following are examples of non-resident aliens in accordance with United States Code Title 08, and would therefore be ineligible for in-state tuition under this provision:
Families of foreign ambassadors
Families of foreign diplomats
Families of foreign employees
Non-citizens with foreign residency and zero intent to abandon such
As referenced on the BallotPedia page concerning this proposition, “Proposition 308 is also designed to repeal provisions of Proposition 300, which voters approved in 2006. Proposition 300 provided that non-citizens could not receive certain state-subsidized services, benefits, or financial aid or in-state tuition rates."
Why do people want to vote yes on this matter?
“K-12 education has long been a place where students become comfortable and successful as they prepare to participate in our local economy and workforce. But for dreamers, high school graduation marks the expiration of those opportunities. Dreamers have faced many challenges throughout their lives. For many of them, Arizona is the only home they know. They live in our neighborhoods, go to our schools and are part of our communities. We need to be offering opportunities to them to succeed and Prop 308 will do just that.
Prop 308 will give Arizona Dreamers the chance to earn a higher education, giving every Arizona student a fair shot and making our state and workforce stronger. Dreamers deserve the same opportunities as all other Arizona students.” — Georgina Monsalvo, Organizing Director, Stand For Children, Phoenix
“Valley Interfaith Project strongly supports Prop 308 which would ensure that all Arizona high school graduates, including Dreamers, will pay in-state tuition at our state colleges and universities.
Approximately 2,000 Dreamers graduate from Arizona high schools each year. These young people and their families are integral to our communities, and they should have the same opportunities as all Arizonans. Their success benefits us all.
Proposition 308 will make post-secondary schooling truly accessible, enabling students to pay their own way through college and prepare them to become self-reliant and contributors to our social fabric and to our economy. We need their talent, energy, and leadership to help shape a dynamic future for the next generation.
It is time to set this matter right and make Arizona a place to realize the American Dream. — Martha Seaman, President of VIP Board, Valley Interfaith Project, Phoenix • Sponsored by Valley Interfaith Project
“Please join me and a bipartisan coalition of supporters in voting YES on Proposition 308. Currently, Dreamers - students who often have only known Arizona as their home - pay thousands more in tuition than their peers. We are proposing a very simple change in the law: anyone who has lived in Arizona for two years and graduated from a local high school will qualify for in-state tuition at Arizona universities.
These students deserve a chance at a college education and to make their full contribution to our state’s economy. Preventing hardworking students from realizing their dream of a college degree doesn’t make sense. Allowing for more students to succeed will benefit all of us. Join me in voting YES.
Phoenix Mayor Kate Gallego” — Kate Gallego, Mayor of Phoenix, City of Phoenix, Phoenix
Each of these statements were published as submitted in the Arizona 2022 General Election Publicity Pamphlet.
Why do people want to vote no on this matter?
“Proposition 308 is an attempt to overturn Prop. 300 No Tax Dollars for illegal aliens for higher ED PASSED BY 73%. AMERICAN CITIZENS have to pay more. Why do criminals deserve a better rate than taxpaying citizens?
• AZ Supreme Court upheld unanimously
o No instate tuition or tax dollars directly or indirectly, no grants, no scholarships for illegal aliens
o No day care,
o No English learning classes
The cost of illegal immigration in AZ is a whopping $2.7B! This does not include crime and the cost to victims of crime. Remember Phoenix is #2 in the World in kidnappings. Murders, maimings, molestations, rapes, jobs taken from Americans, wages suppressed.
To give illegal aliens in-state tuition will cost taxpayers additional hundreds of millions and be in violation of federal law, 8 USC 1324. Are the open border crowd just stupid or do they hate America?
“Let me be clear. Russell Pearce is the most effective legislator on immigration issues in the country.... state or federal! He is the architect of SB 1070—the most effective piece of legislation against illegal immigration ever written and passed.” Team America, Co-Chairs Bay Buchanan, Congressmen Tom Tancredo and Steve King.
Who would believe America/Arizona would get this bad? Illegal aliens marching down our streets demanding stuff, protesting America and our laws.
Over 9,000 people killed in the U.S. each year by illegal aliens:25 each day, 12 by stabbings and shootings and 13 by DUI or other crimes.
1,000,000 gang members in American, most of them illegal aliens.
Wake up America. You want lower taxes? You want smaller class sizes? You want less crime? Protect American jobs? Better wages? THEN ENFORCE OUR LAWS.
Russell Pearce former President Arizona State Senate” — Russell Pearce, Former President of Arizona State Senate, Self, Mesa
“Dear Voter,
I ask you to VOTE NO on 308 for three reasons: Fairness, The Law and Financial Needs
Fairness: US citizens from other states attending Arizona schools must pay the full cost of tuition. Why then, should the undocumented, who have entered America illegally, be given a reduced tuition rate? Yes, undocumented college students are here based on their parent’s choice to bring their families here illegally. It wasn’t the fault of the student, and it sure isn’t your fault or mine. However, allowing undocumented the same in-state tuition benefit offered to legal residents disrespects the immigration process, and that is not fair to the many people who have immigrated to our country the legal way.
The Law: In 1996, Congress passed—and President Bill Clinton signed into law—the Illegal Immigration Reform and Immigrant Responsibility Act (IIRIRA) which, prohibits state colleges and universities from providing in-state tuition rates to illegal aliens “on the basis of residence within the state” unless the same in-state rates are offered to all citizens of the United States. How can we expect anyone to follow immigration law if Arizona keeps giving away the benefits to those who ignore our laws? It’s a slap in the face to people who have immigrated here legally and followed the law.
Financial Needs: According to supporters of Prop 308, the undocumented can’t go to college because they can’t afford it. But they argue, these undocumented students are the “Cream of the Crop, Educated, Determined, etc.”. So why then don’t the undocumented utilize the 100’s of grants offered to undocumented students? If these kids are driven, they should have no problem accessing grants for financial help with tuition.
I urge you to VOTE NO on Prop 308.
Tim Rafferty, Gilbert, AZ” — Timothy Rafferty, Self, Gilbert
“RidersUSA urges you to vote NO on Prop 308.
The way this proposition is written it would allow any illegal alien, at any age, who criminally trespassed into America in violation of U.S. Immigration Law the opportunity and benefit of paying in-state tuition fees for a higher education as long as they proved two years of residency in the State and completed some type of high school.
Why should they pay a subsidized lower tuition rate?
Why should Arizona tax payers contribute to the higher education costs for illegal alien/criminal trespassers as this proposition would allow if passed? They haven’t earned the benefit.
We urge you to vote NO on Prop 308.
Tom Collinson, RidersUSA Chairman of the Board” — Tom Collinson, Chairman of the Board, RIDERSUSA, Phoenix • Sponsored by RIDERSUSA
Each of these statements were published as submitted in the Arizona 2022 General Election Publicity Pamphlet.
How could this item potentially impact students’ understanding and communication of identity if approved through the democratic process?
Increasing accessibility to higher education for Arizona dreamers through Proposition 308 creates an opportunity for students who already identify as members of the community by affiliation the opportunity to develop a stronger sense of pride as an Arizona resident and student.
With very clear criteria for in-state tuition eligibility, students would be able to take advantage of more learning opportunities with a straightforward understanding of the status of their residency. For students who are legally defined as citizen residents of Arizona, it allows them to build stronger and more authentic connections with non-citizen students – many of whom they have already been studying alongside before embarking on their higher education journey in-state. This expands the range of economic opportunities and possibilities within the state of Arizona because it successfully aids awareness, agency and confidence for students whether they are natural citizens or non-citizen residents of the state.
West Virginia Amendment 4, Legislative Approval of the State Board of Education Rules Measure (2022)
Considering the constitutional assertion that "the general supervision of the free schools of the State shall be vested in the West Virginia board of education," and that the board would carry out "such duties as may be prescribed by law," the amendment proposed to the people of Virginia has been to add a caveat to the authority of the board.
The proposed amendment would require the board to submit its rules and policies to the legislature “for review and approval, amendment, or rejection according to a process determined by the legislature by law.” (BallotPedia)
Why do people want to vote yes on this matter?
"The laws and rules under which we have to live in a free society must be crafted ultimately by people who are accountable to the citizens of our state through our elections and our state board [of education] is not." — State Sen. Charles Trump (R-15)
This statement was originally published in the Charleston Gazette-Mail.
"It's actually making certain for those who elected us that we are overseeing and holding accountable, and that the laws that we do pass do get applied correctly." — State Sen. Patricia Rucker (R-16)
This statement was originally published in the Charleston Gazette-Mail.
Why do people want to vote no on this matter?
"I mean look at us. I mean, we can't agree on a lot, but when we do agree, sometimes it changes from year to year. What's that going to do to public education in this state?" — State Sen. Mike Romano (D-12)
This statement was originally published in the Charleston Gazette-Mail.
"To add another layer of politics, I don't think it's good; I don't think that's a good move." — Miller Hall, president of the State Board of Education
This statement was originally published in the Charleston Gazette-Mail.
How could this item potentially impact students’ understanding and communication of identity if approved through the democratic process?
The proposed amendment to the constitution of West Virginia creates an additional layer of politics in the state education system, and ultimately opens a window of opportunity for unprecedented inconsistencies for the learning journey of its students.
Such inconsistencies as would be invited by the adoption of this amendment could potentially impede the clarity and confidence of individual students as they develop, define and express their ideas and identities. Science has determined that consistency begets momentum. If public school students were subjected to curriculum changes as frequently as the West Virginia legislature was adjusted, it could quickly impede the social and economic development of an entire generation, requiring families to seek alternatives or suffer the consequences.
California Proposition 28, Art and Music K-12 Education Funding Initiative (2022)
According to Ballot Pedia, “A "yes" vote supported this ballot initiative to:
require an annual source of funding for K-12 public schools for arts and music education equal to, at minimum, 1% of the total state and local revenues that local education agencies receive under Proposition 98;
distribute a portion of the additional funding based on a local education agency's share of economically disadvantaged students; and
require schools with 500 or more students to use 80% of the funding for employing teachers and 20% to training and materials.”
Adversely, the same site explains “A "no" vote opposed requiring an annual source of funding for K-12 public schools for arts and music education equal to, at minimum, 1% of the total state and local revenues that local education agencies receive under Proposition 98.”
Why do people want to vote yes on this matter?
"Music education supports all education – it fosters reasoning and skills that are the building block for learning other subjects. This measure is critical not only for education and learning, but also to mental well-being and even the state's economic health. Companies like ours, that moved to California to be at the nexus of entertainment and technology, rely on a skilled workforce to fill the high-quality jobs we create here. If enacted, this initiative will ensure a future job-ready workforce and secure California's position as the global epicenter of music and the arts." — Sir Lucian Grainge, chairman and chief executive officer of the Universal Music Group
This statement was published in Yahoo Finance.
"Only 1 in 5 public schools in California has a dedicated teacher for traditional arts programs like music, dance, theater and art, or newer forms of creative expression like computer graphics, animation, coding, costume design and filmmaking. ... This initiative is timely as our country seeks to create a more just and equitable future for all children. A boost in arts and music education will help ensure the future workforce in media and technology properly reflect the diversity of the children in our public schools." — Austin Beutner, former Superintendent of Los Angeles Unified School District; and Arne Duncan, former U.S. Secretary of Education and former CEO of Chicago Public Schools
This statement was published in CalMatters.
"This ballot measure will help define the promise of the next generation of storytellers by ensuring all California students get the high-quality arts and music education they deserve. It will especially benefit students from communities of color, who often experience a lack of access and equity in access to arts and music education." — Issa Rae, actress, writer, and producer
This statement was published to Patch.com.
Why do people want to vote no on this matter?
"Prop 28 sounds good on the surface — more funding for arts and music — but the language is fatally flawed to allow diversion of funding from other education programs that are already not meeting the performance goals we’ve set. ... Instead of voting Yes on Prop 28, I’d encourage concerned voters to help us elect better school board members in every school district in the state." — Carl DeMaio, chairman of Reform California
This statement was published to KOGO, a radio news site.
How could this item potentially impact students’ understanding and communication of identity if approved through the democratic process?
It seems as though Proposition 28 would improve the learning experience for public school students participating in the arts and music education programs. This would likely promote a higher sense of inherent value and potential for students, especially those who are very passionate about these areas of education.
Art education amplifies self-expression. It supports interpersonal communication, critical, analytical and integrative thinking, as well as a myriad of other skills and universal core competencies. Making access to higher quality art education a priority can improve confidence in students as they discover their identities and their interests. Additionally, it could foster a greater sense of trust in the education system overall, leading to higher academic achievement and longer journeys of institutional learning.
In Conclusion
Across the United States, there are many issues that deeply impact the potential capacity of students to learn, understand and communicate effectively. The above are just a few of the lot that were on the ballot in local, regional and statewide elections this week.
Regardless of any individual political agenda, the aim at SEA will always be advocating more awareness, agency, confidence and competency in the next generation of world leaders. That is why we believe it is important to be attentive to the way education is structured in your community, and to understand the implications of that structure for your children, your loved ones and yourself.
The Self Exploration Academy is not affiliated with any political party, nor does it promote any partisan mission, agenda or effort outside the scope of advancing accessibility to holistic higher education that builds awareness, agency, confidence and competency within its students.
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Recently, we published an article that touched on the current plight of the public and nonpublic school system in the United States. Unending as the list of plight-related woes may seem, our ultimate goal is to highlight the very practical courses of action available to parents, community leaders and local school authorities to help remedy the adverse situations we are facing when it comes to educating our children.
As promised, here is a shortlist of viable options for improving the education of the next generation of world leaders. This list includes resources to fill in the gap of Social Emotional Learning experienced by most students, as well as core learning subjects such as English, History, Mathematics and Science.