DOCSLIB.ORG

2015-2016 Annual Report

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
2015-2016 Annual Report 1 Hello ScriptEd Community! September 2016 marked the beginning of ScriptEd’s fifth school year. I have been blown away by the growing size and deepening dedication of our community over the past year. At present, 900 students are learning web development in ScriptEd classes and 180 software engineers are volunteering their time to teach and to make their field more equitable. Perhaps most notable is our cohort of young alumni—65% of whom are studying computer science in college. We are excited that our students are on a pathway towards a career in technology, surrounded by a community cheering them on. I’m thrilled to announce that our community will soon be bi-coastal. We’re taking our program across the country to the San Francisco Bay Area beginning this January. And still, we have so much further to go. The future holds uncertainty on many levels that have the potential to impact the students we serve in a very real way. Sustainable solutions to the intractable problems of our society do not come quickly or easily. At ScriptEd, we are working towards a more equitable tech industry where our students are part of the vanguard of new technologies. Creators of technology hold our future in their code. Equipping our students with the tools they need to be creators of technology will allow them to impact the ways in which we interact with one another, and to create solutions to today’s most pressing challenges. As we navigate a way forward, it is important that we remember to celebrate how far we’ve come. We take great pride in what our community can accomplish—and whether it’s in the office, the classroom or a Hackathon, ScriptEd is committed to spreading joy. We will continue to celebrate our students—loudly and often. Thank you for supporting our work. Together we can ensure that our young people have access to an equitable, thriving technology industry. Best, Maurya Couvares Executive Director & Co-Founder 2 3 2 3 CONTENTS MISSION 6 PROGRAM HIGHLIGHTS 8 OUR TEAM 20 FINANCIALS 24 SUPPORT 28 What We Do Highlights Board Expenses Funders Our Impact Student Pipeline Advisory Board Revenue Partners Foundations Course Staff Get Involved Advanced Course Volunteers Internship Program Alumni Program Hackathons Student Stories 4 5 Engage Volunteers Our courses are taught by experienced software developers on a volunteer MISSION basis. This ensures that our students are introduced to role models and potential mentors in the field. ScriptEd equips students in under-resourced schools with the fundamental coding skills Teach in Schools + Partner Companies We bring our tuition-free program directly to schools and partner companies. Our and professional experiences that together curriculum is created in collaboration with our volunteers, ensuring students have create access to careers in technology. access to the most up-to-date knowledge available. Link to Internships Our students apply their new coding skills in paid summer internships, where they gain the experience and confidence to pursue careers in technology. Our Impact ScriptEd is leveling deep-seated socio-economic inequities in the technology industry. Things are already looking up. Economic Opportunity ScriptEd serves schools in which 75% or more of the student population qualifies for free or reduced price lunch. Real-World Relevance ScriptEd prepares students for tech careers by teaching real-world programming languages as well as industry standard skills and tools. Students learn HTML, CSS, and JavaScript in classes taught by industry professionals who volunteer their time to work with students. Students are immersed in the tech industry in a variety of ways throughout the year, including field trips to companies, advanced classes, hackathons, and internships. 6 7 2015-2016 ScriptEd has grown rapidly since 600 Students ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• PROGRAM 2012. Starting with 27 students in our first year, we’ve expanded 289 Students ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• HIGHLIGHTS to serve over 600 students in the 80 Students ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• 27 Students ••• 2015–2016 school year. 0+22012-2013+82013-2014+302014-2015+602015-2016 By the Numbers ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• We engaged nearly 150 software developers, who collectively volunteered over 11,000 hours! In 2016–2017, we’ll serve 900 students and nearly 200 volunteers. ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• In total, 76% of ScriptEd students qualified for free/ reduced price lunch; 85% of ScriptEd interns qualified for free/reduced price lunch. ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• Our student population is 42% 36% 13% 5% 4% black/African42 American+58Z 36Latinx +64Z 13Asian +87Z 5white +95Z 4other +96Z ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• 430+570= 43% of our 2016 internship class identified as female. 900+100= 90% of our graduating seniors reported that they plan to attend college in the fall of 2016! ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• ScriptEd students participated in a collective 52 field trips to tech companies throughout the city 8 9 Pipeline of a ScriptEd Student Technical Education Workforce Development Foundations Advanced Alumni Internship Course Course Program School-based coding class Project-based learning at company Paid work-based learning at Ongoing support for alumnae in partner offices company partner offices accessing college & career 9th-10th Grade 10th-11th Grade Summer after 11th or 12th Grade Summer Bridge Program/Dev Shop High School Graduation 10 11 2015-2016 PARTNER SCHOOLS FOUNDATIONS COURSE Academy of Innovative Technology High School of Fashion Industries Brooklyn High School for Law and Technology Hudson High School of Learning Technologies Brooklyn Institute of Liberal Arts Landmark High School ScriptEd’s Foundations Course is held twice a week at our partner schools Brooklyn International High School Manhattan International High School and is taught by volunteers from the technology industry. This course City Polytechnic High School Pathways in Technology Early College High School introduces students to the fundamentals of coding and web development, Clara Barton High School Queens Vocational and Technical High School industry tools, and best practices. Throughout the year, students learn the Claremont International Richard R. Green High School of Teaching fundamentals of HTML, CSS, JavaScript, and jQuery, and industry tools like Coalition School for Social Change Science Skills Center High School Github. Cristo Rey High School The Green School George Westinghouse High School The Young Women’s Leadership School of East Harlem Greenpoint Art and Technical High School Uncommon Charter High School Harlem Village Academies Urban Assembly School of Design & Construction High School for Environmental Studies Urban Assembly School for Law and Justice High School for Global Citizenship Washington Heights Expeditionary Learning School High School for Language and Diplomacy Williamsburg Charter High School 2016-2017 PARTNER SCHOOLS Academy of Innovative Technology Landmark High School All City Leadership Secondary School* Lower Manhattan Arts Academy* Brooklyn High School for Law and Technology Lyons Community School* Brooklyn Institute of Liberal Arts Manhattan International High School Brooklyn International High School Murry Bergtraum High School* City Polytechnic High School Pathways in Technology Early College High School Clara Barton High School Queens Vocational and Technical High School Cristo Rey High School Richard R. Green High School of Teaching George Westinghouse High School Science Skills Center High School Greenpoint Art and Technical High School The Green School Harlem Village Academies The Young Women’s Leadership School of East Harlem High School for Environmental Studies Uncommon Charter High School High School for Global Citizenship Uncommon Collegiate Charter High School* High School for Language and Diplomacy Urban Assembly Gateway School for Technology* High School for Youth and Community Development* Urban Assembly School of Design & Construction High School of Fashion Industries Washington Heights Expeditionary Learning School Hudson High School of Learning Technologies Williamsburg Charter High School *New Partner School 12 13 ADVANCED COURSES INTERNSHIP PROGRAM After completing the Foundations Course, students have the opportunity The ScriptEd Internship Program is a critical work-based learning to participate in an Advanced Course held once a week after school at a opportunity that provides participants with a 5-week paid technical partner company. This course gives students the opportunity to further internship on a company partner’s engineering team. The program exposes develop their technical skills, work on larger individualized projects, and students to the technology industry, develops life-changing
Load more

Recommended publications
  • The Politics of Charter School Growth and Sustainability in Harlem
    REGIMES, REFORM, AND RACE: THE POLITICS OF CHARTER SCHOOL GROWTH AND SUSTAINABILITY IN HARLEM by Basil A. Smikle Jr. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy under the Executive Committee of the Graduate School of Arts and Sciences COLUMBIA UNIVERSITY 2019 © 2019 Basil A. Smikle Jr. All Rights Reserved ABSTRACT REGIMES, REFORM, AND RACE: THE POLITICS OF CHARTER SCHOOL GROWTH AND SUSTAINABILITY IN HARLEM By Basil A. Smikle Jr. The complex and thorny relationship betWeen school-district leaders, sub-city political and community figures and teachers’ unions on the subject of charter schools- an interaction fraught with racially charged language and tactics steeped in civil rights-era mobilization - elicits skepticism about the motives of education reformers and their vieW of minority populations. In this study I unpack the local politics around tacit and overt racial appeals in support of NeW York City charter schools with particular attention to Harlem, NeW York and periods when the sustainability of these schools, and long-term education reforms, were endangered by changes in the political and legislative landscape. This dissertation ansWers tWo key questions: How did the Bloomberg-era governing coalition and charter advocates in NeW York City use their political influence and resources to expand and sustain charter schools as a sector; and how does a community with strong historic and cultural narratives around race, education and political activism, respond to attempts to enshrine externally organized school reforms? To ansWer these questions, I employ a case study analysis and rely on Regime Theory to tell the story of the Mayoral administration of Michael Bloomberg and the cadre of charter leaders, philanthropies and wealthy donors whose collective activity created a climate for growth of the sector.
    [Show full text]
  • PROPOSAL SUMMARY and TRANSMITTAL FORM Proposed School Information Charter School Name: Harlem Village Academy West 2 Charter School Education Corp
    PROPOSAL SUMMARY AND TRANSMITTAL FORM Proposed School Information Charter School Name: Harlem Village Academy West 2 Charter School Education Corp. Name: Harlem Village Academies Education Corp. Status: Existing Education Corporation Proposal Type: Standard New School Proposal School District (or NYC CSD): CSD 5 in New York City Opening Date: 8/10/2019 Proposed Grades and Enrollment Proposed Affiliations (if any) Charter Charter Management Grades Enrollment Year Company (“CMO”): Year 1 K-1 50 CMO Public Contact Info Year 2 K-2 73 (Name, Phone): Year 3 K-3 94 Partner Organization: Harlem Village Academies Network Year 4 K-4 114 Partner Public Contact Info Year 5 K-5 134 (Name, Phone): Lead Applicant Contact Information First Lead Applicant Name: David Zwiebel Applicant is a: Parent Teacher School Administrator District Resident Education Corp./Charter School Organization Name: Harlem Village Academy Applicant Mailing Address: Primary Secondary Email: Phone #: Phone #: Second Lead Applicant Name: Applicant is a: Parent Teacher School Administrator District Resident Education Corp./Charter School Organization Name: Applicant Mailing Address: Primary Secondary Email: Phone #: Phone #: List additional lead applicants in the “Other” section. Not Applicable Additional Applicants Listed in “Other” Media/Public Contact Information (required) Name: Phone #: Email: Lead Applicant Signature Signature: Date: By signing this Proposal Transmittal Form, the Lead Applicant certifies that the information contained in this proposal to establish a charter
    [Show full text]
  • Stop Stealing Dreams Free Printable Edition 2 If You Don’T Underestimate Me, I Won’T Underestimate You
    This edition is designed to be printed, copied and shared. If you’d like the on-screen edition, click here. Stop Stealing Dreams Free Printable Edition 2 if you don’t underestimate me, I won’t underestimate you Bob Dylan Stop Stealing Dreams Free Printable Edition 3 Dedicated to every teacher who cares enough to change the system, and to every student brave enough to stand up and speak up. Specifically, for Ross Abrams, Jon Guillaume, Beth Rudd, Steve Greenberg, Benji Kanters, Patti Jo Wilson, Florian Kønig, and that one teacher who changed everything for you. Stop Stealing Dreams Free Printable Edition 4 1. Preface: Education transformed As I was finishing this manifesto, a friend invited me to visit the Harlem Village Academies, a network of charter schools in Manhattan. Harlem is a big place, bigger than most towns in the United States. It’s difficult to generalize about a population this big, but household incomes are less than half of what they are just a mile away, unemployment is significantly higher and many (in and out of the community) have given up hope. A million movies have trained us about what to expect from a school in East Harlem. The school is supposed to be an underfunded processing facility, barely functioning, with bad behavior, questionable security and most of all, very little learning. Hardly the place you’d go to discover a future of our education system. For generations, our society has said to communities like this one, “here are some teachers (but not enough) and here is some money (but not enough) and here are our expectations (very low) … go do your best.” Few people are surprised when this plan doesn’t work.
    [Show full text]
  • Application for Grants Under The
    U.S. Department of Education Washington, D.C. 20202-5335 APPLICATION FOR GRANTS UNDER THE 2012 84.282M Charter Schools Program Grants for Replication and Expansion CFDA # 84.282M PR/Award # U282M120031 Gramts.gov Tracking#: GRANT11128199 OMB No. , Expiration Date: Closing Date: May 07, 2012 PR/Award # U282M120031 **Table of Contents** Form Page 1. Application for Federal Assistance SF-424 e3 2. Assurances Non-Construction Programs (SF 424B) e6 3. Disclosure Of Lobbying Activities (SF-LLL) e8 4. ED GEPA427 Form e9 Attachment - 1 (1235-GEPA provision document_CSP) e10 5. Grants.gov Lobbying Form e12 6. Dept of Education Supplemental Information for SF-424 e13 7. ED Abstract Narrative Form e14 Attachment - 1 (1234-ED Abstract) e15 8. Project Narrative Form e16 Attachment - 1 (1238-Project Narrative Final) e17 9. Other Narrative Form e77 Attachment - 1 (1237-Other Attachments Form Final) e78 10. Budget Narrative Form e226 Attachment - 1 (1236-Budget Narrative) e227 11. Form FaithBased_SurveyOnEEO-V1.2.pdf e233 12. Form ED_524_Budget_1_2-V1.2.pdf e235 This application was generated using the PDF functionality. The PDF functionality automatically numbers the pages in this application. Some pages/sections of this application may contain 2 sets of page numbers, one set created by the applicant and the other set created by e-Application's PDF functionality. Page numbers created by the e-Application PDF functionality will be preceded by the letter e (for example, e1, e2, e3, etc.). Page e2 OMB Number: 4040-0004 Expiration Date: 03/31/2012 Application for Federal Assistance SF-424 * 1. Type of Submission: * 2. Type of Application: * If Revision, select appropriate letter(s): Preapplication New Application Continuation * Other (Specify): Changed/Corrected Application Revision * 3.
    [Show full text]
  • Community-Based Programs and Partnerships of Columbia's Schools
    Community-Based Programs and Partnerships of Columbia’s Schools, Institutes and Departments in Harlem & Washington Heights This is a compilation in progress, last updated: December 14, 2020 Index of Schools, Institutes and Departments Arts Athletics Business Columbia College Columbia Global Centers Columbia World Projects Data Science Institute Dental Medicine Earth Institute Facilities and Operations General Studies Government and Community Affairs Graduate School of Architecture, Planning and Preservation (GSAPP) Graduate School of Arts and Sciences (GSAS) ​ International and Public Affairs (SIPA) Journalism Lamont-Doherty Earth Observatory Law Nursing Physicians & Surgeons Professional Studies Public Health School of Engineering and Applied Sciences (SEAS) Social Work Arts School of the Arts: Lenfest Center for the Arts Many events, programs, and in-kind donations of Lenfest space to community ​ organizations that include Bridge Lab/The Boys and Girls Club of Harlem, ​ The Lapidus Center for the Historical Analysis of Transatlantic Slavery at the Schomburg Center (NYPL), The Studio Museum in Harlem, West Harlem Group Assistance area artists, tenant associations, public schools and students, local government bodies, and elected officials. MFA Film Program 1 IMPACT Repertory Theater Professor Jamal Joseph is the artistic director of this Harlem-based organization. The School of the Arts offers rehearsal space to IMPACT in Prentis Hall. “IMPACT Repertory Theatre Performance Company is a safe space where young people use current events
    [Show full text]
  • 2018 Scholarship Awards Ceremony and Luncheon
    NEW YORK HOTEL TRADES COUNCIL & HOTEL ASSOCIATION of N.Y.C., Inc. AND LOCAL 6 CLUB EMPLOYEES AND DIVISION A HOTELS 2018 SCHOLARSHIP AWARDS CEREMONY AND LUNCHEON West Room North & Biddle Room Harvard Club of New York City 35 West 44th Street New York, NY 10036 Friday, June 22, 2018 PROGRAM 10:00 A.M. Coffee Reception 11:00 A.M. Welcome: Andrew Windsor Co-Chairmen’s Address: Mr. Vijay Dandapani Mr. Peter Ward Funds’ Chief Executive Officer’s Address: Dr. Robert Greenspan 2018 NYHTC & HANYC, Inc. Awards Presentation: Mr. Lawrence Momo Luncheon Immediately to Follow THE BOARD OF TRUSTEES OF THE NYHTC & HANYC, Inc. TRAINING AND SCHOLARSHIP FUND CO-CHAIRMEN TRUSTEES Peter Ward Vijay Dandapani President – NY Hotel Trades Council President Business Manager – Local 6 Hotel Association of N.Y.C., Inc. UNION TRUSTEES EMPLOYER TRUSTEES James Donovan Daniel Costello President - Local 6 Counsel – Hilton Worldwide General Organizer – George Greene NY Hotel Trades Council Vice President – Labor Relations Michael Goodwin Marriott N. America Secretary Treasurer – Sam Grabush NY Hotel Trades Council Vice President of Operations – Highgate Hotels Business Manager – Local 153 Robert Lafferty Lynn Hoffard Regional Director of Human Resources Business Agent – Local 6 Highgate Hotels Thomas Mituzas Director of Human Resources Sheraton NY Times Square Hotel Sam Silverman Regional V.P. – H. R. /Employee Relations Presentation Services Audio/Visual Richard Seifert Director of Labor & Employee Relations Loew’s Corporation CO-COUNSEL Vincent F. Pitta, Esq. David Rothfeld, Esq. Pitta & Giblin LLP Kane Kessler, P.C. Marcelle J. Henry, Esq. Robert Sacks, Esq. Pitta & Giblin LLP Kane Kessler, P.C.
    [Show full text]
  • Stop Stealing Dreams
    if you don’t underes.mate me, I won’t underes.mate you Bob Dylan Dedicated to every teacher who cares enough to change the system, and to every student brave enough to stand up and speak up. Specifically, for Ross Abrams, Jon Guillaume, Beth Rudd, Steve Greenberg, Benji Kanters, Florian Kønig, and that one teacher who changed everything for you. 1. Preface: Education transformed As I was finishing this manifesto, a friend invited me to visit the Harlem Village Academies, a network of charter schools in Manhattan. Harlem is a big place, bigger than most towns in the United States. It’s difficult to generalize about a population this big, but household incomes are less than half of what they are just a mile away, unemployment is significantly higher and many (in and out of the community) have given up hope. A million movies have trained us about what to expect from a school in East Harlem. The school is supposed to be an underfunded processing facility, barely functioning, with bad behavior, questionable security and most of all, very little learning. Hardly the place you’d go to discover a future of our education system. For generations, our society has said to communities like this one, “here are some teachers (but not enough) and here is some money (but not enough) and here are our expectations (very low)… go do your best.” Few people are surprised when this plan doesn’t work. Over the last ten years, I’ve written more than a dozen books about how our society is being fundamentally changed by the impact of the internet and the connection economy.
    [Show full text]
  • Regents Item
    THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234 To: Higher Education Committee From: Joseph P. Frey Subject: Teacher U Application for Degree Authority Date: January 10, 2011 Authorizations: SUMMARY Issue for Discussion Should the Board of Regents grant degree authority to Teacher U, New York, New York to award the Master of Arts in Teaching (M.A.T.) and to offer teacher education programs in Middle Childhood Education leading to teacher certification in Biology, Chemistry and Earth Science. Reason(s) for Consideration Review of Teacher U’s readiness to offer degree programs in the sciences at the 5-9 grade levels, and at a future time at the childhood and secondary levels, and to prepare highly qualified teachers to teach in urban, high need schools in New York City and other geographic locations. Proposed Handling This question will come before the Higher Education Committee at its January 2011 meeting for discussion. Background Information Over the past two years, Uncommon Knowledge and Achievement (UKA), in partnership with Hunter College‘s School of Education, has developed and managed the Teacher U at Hunter College (TUHC) program in the preparation of general and special education teachers for New York City charter and district public schools serving low-income students. Teachers and instructional leaders from Uncommon Schools, KIPP, Achievement First and the New York City Department of Education have been teaching the Hunter College curricula and guided the progress of enrolled teacher candidates with oversight and participation from Hunter College deans, department chairs and faculty. Teacher U is prepared to continue its collaboration with Hunter College for the preparation of special education teachers.
    [Show full text]
  • Impact Report
    IMPACT THE TEAK FELLOWSHIP 2019 IMPACT REPORT SEPTEMBER 2020 TABLEOUR OFMISSION CONTENTS DEAR FRIENDS, The TEAK Fellowship believes that motivation and potential,3 Mission not economic circumstances, should determine a student’s future. TEAK unlocks access 6 TEAK’s Impact to outstanding education and transformative While 2019 seems as if a lifetime ago to all of us, we write today to acknowledge and thank all of you, our loyal 8 High School Matriculation and ever-expanding circle of friends, for your generous support of The TEAK Fellowship. To be honest, 2019 experiences for exceptional NYC students, who use was the cause of some concern on our part as to whether our Fellowship could raise the annual revenue that these10 College opportunities Matriculation to change their lives and the we had in the recent past so soon after completing a wildly successful $3.5M capital campaign to support our world13 Distinguished around them. Donors growth plan. This Impact Report should serve to put that concern to rest. With your ongoing devotion to our mission and your belief in our ability to execute on it, TEAK enjoyed another banner year on the fund-raising 15 Events front. 18 2019 Donors Our TEAK community will remember 2019 as the year in which our Fellowship began making good on its 19 In-Kind Gifts & Special Thanks strategic and financial plan to increase our Fellowship by 15 students per class or by 50% and maintain that 22 Financials rate of growth over the next decade. In 2019, TEAK set out to deliver on our promise to all of you that we would not expand our numbers for the sake of expansion, nor would we make any compromises to the breadth, depth, 24 How You Can Help and overall quality of our program for which our Fellowship has been known for over 20 years.
    [Show full text]
  • Manhattanville in West Harlem Implementation Plan Report October 15, 2013 Submission
    Manhattanville in West Harlem Implementation Plan Report October 15, 2013 Submission Final Declaration Reference and Key Data Section Number: 5.07 (c)(vi) Obligation Trigger: PACB Approval Page Number: 53 Obligation Start Date: May 20, 2009 (PACB Approval date) Obligation End Date: May 20, 2034 (25 Years from Commencement) Status: In Compliance Obligation Undergraduate Scholarships for Aid-Eligible Students from the Local Community. In an effort to encourage students to attend Columbia College and the Fu School of Engineering and Applied Science, CU shall undertake a targeted recruitment effort for qualified students from the local community. Commencing on May 20, 2009, CU shall establish a scholarship fund to serve up to 40 aid-eligible undergraduate students per year who are admitted to Columbia College and the Fu School of Engineering and Applied Science from Harlem, with funding made available to meet their fully demonstrated financial need until 2033 or for a period of 25 years from commencement, whichever is longer. Process Columbia's office of Undergraduate Admissions (for Columbia College and the School of Engineering and Applied Science) will conduct recruitment efforts for high school students that live within Community District 9. Columbia's office of Undergraduate Admissions (for Columbia College and the School of Engineering and Applied Science) will host an annual event for students and parents from the local community regarding the college admissions process. External Communications Please see Annual Community Outreach
    [Show full text]
  • Schools and Libraries 2Q2014 Funding Year 2012 Authorizations - 4Q2013 Page 1 of 242
    Universal Service Administrative Company Appendix SL36 Schools and Libraries 2Q2014 Funding Year 2012 Authorizations - 4Q2013 Page 1 of 242 Applicant Name City State Primary Authorized 100 ACADEMY OF EXCELLENCE NORTH LAS VEGAS NV 2,226.64 A B C UNIFIED SCHOOL DISTRICT CERRITOS CA 185,395.78 A W BEATTIE AVTS DISTRICT ALLISON PARK PA 40.02 A-C COMM UNIT SCHOOL DIST 262 ASHLAND IL 24,190.44 A.W. BROWN FELLOWSHIP CHARTER SCHOOL DALLAS TX 48,883.09 AAA ACADEMY POSEN IL 6,767.38 AB GRAHAM ACADEMY ST PARIS OH 2,720.16 ABBE REGIONAL LIBRARY AIKEN SC 14,462.00 ABBEVILLE SENIOR HIGH SCHOOL ABBEVILLE LA 3,428.26 ABERDEEN PUBLIC LIBRARY ABERDEEN ID 1,476.19 ABERDEEN SCHOOL DISTRICT ABERDEEN MS 210,537.19 ABERDEEN SCHOOL DISTRICT 5 ABERDEEN WA 34.06 ABERDEEN SCHOOL DISTRICT 58 ABERDEEN ID 657.79 ABILENE FREE PUBLIC LIBRARY ABILENE KS 126.00 ABILENE UNIF SCH DISTRICT 435 ABILENE KS 466.67 ABINGDON COMM SCHOOL DIST 217 ABINGDON IL 10,841.01 ABINGTON SCHOOL DISTRICT ABINGTON MA 263.69 ABINGTON SCHOOL DISTRICT ABINGTON PA 387.78 ABRAHAM JOSHUA HESCHEL SCHOOLS NEW YORK NY 53,061.25 ABSAROKEE SCHOOL DIST 52-52 C ABSAROKEE MT 1,346.85 ABSECON PUBLIC SCHOOL DISTRICT ABSECON NJ 5,279.68 ABYSSINIAN DEVELOPMENT CORPORATION NEW YORK NY 1,374.89 ACADEMIA ADVENTISTA DEL OESTE SECUNDARIA MAYAGUEZ PR 1,910.16 Academia Bautista Sotera Sanchez Canovanas PR 1,255.72 ACADEMIA BAUTISTE DE YAUCO YAUCO PR 2,595.60 ACADEMIA CESAR CHAVEZ SAINT PAUL MN 3,691.46 Academia del Sagrado Corazon Santurce PR 4,165.78 ACADEMIA DISCIPULOS DE CRISTO EN VEGA ALTA VEGA ALTA PR 3,198.60 Academia Disipulos de Cristo (7-12) Bayamon PR 9,338.76 ACADEMIA ELOHIM CAGUAS PR 17,568.90 ACADEMIA JULIO TORRES RODRIGUEZ, INC.
    [Show full text]
  • Graduate School of Education Career Plans Survey Class of 2018
    Graduate School of Education Career Plans Survey Class of 2018 RESPONSE RATE Each year, Career Services surveys recent graduates Master’s Degrees given: 531 to learn of their post-graduation plans. The EdD’s given: 71 responses for the 2018 Graduate School of PhD’s given: 13 Education Career Plans Survey were collected Total number of degrees given: 615 between September 2017 and December 2018. The Class of 2018 includes students who graduated in Knowledge Rate: 55% August 2017, December 2017, and May 2018. Response Rate: 33% CAREER PLANS SUMMARY 1% All Respondents 1% 0% 2% Employed Full Time 7% Seeking Employment 9% Continuing Education Employed Part Time Not Seeking Seeking Continuing Education 80% Voluntary Service Domestic Students International Students 243 Reporting 94 Reporting 1% 0% 2% 2% 0% 1% 4% 4% 6% 13% 17% 63% 87% 1 JOB OFFER SUMMARY DATE OF JOB OFFER Information about date of job offer was gathered for 40% of students who have secured full- or part- time employment. All Respondents 109 Reporting 60% 50% 40% 49% 30% 20% 22% 10% 18% 8% 3% 0% Continuing Before Within 1-2 Within 3-4 5 or more previous graduation months of months of months after employment graduation graduation graduation Domestic Students 91 Reporting 60% 50% 51% 40% 30% 20% 20% 21% 10% 2% 0% 7% Continuing Before Within 1-2 Within 3-4 5 or more previous graduation months of months of months after employment graduation graduation graduation International Students 18 Reporting 45% 40% 35% 41% 30% 25% 29% 20% 15% 10% 18% 5% 6% 6% 0% Continuing Before Within 1-2 Within 3-4 5 or more previous graduation months of months of months after employment graduation graduation graduation 2 GEOGRAPHICAL BREAKDOWN OF EMPLOYMENT ACCEPTED SOURCE OF JOB OFFER Information about source of job offer was gathered for 42% of students who have secured full- or part- time employment.
    [Show full text]