Spring Initiative Grant

Introduction

Spring Initiative is an intensive and innovative after-school program based in Clarksdale, Mississippi. Spring Initiative creates groups of around fifteen at-risk students (called “cohorts”) and works with them from early elementary school to graduation. These students are given additional support in all academic subjects, but a major focus of the program is reading. The students attending Spring Initiative have shown enormous progress due to the influence of a consistently positive environment, which has inspired the program’s quick expansion since its founding in 2011. In its five years of operation, Spring Initiative has had astonishing success, with seven members getting accepted to Piney Woods, a college prep boarding school, and several now applying for college.

Spring Initiative also aids the Delta community at large. When nine children under the age of twelve were left alone after their parents’ arrest, Spring staff watched over them for an entire week until the situation improved. When a mother had a heart attack and could not afford to call an ambulance, Spring staff drove her to the hospital. The leaders of Spring Initiative are highly educated, with degrees in diverse subjects such as history, business, and nursing. In addition, Spring Initiative hires expert support staff, most notably a therapist with whom the students may regularly meet. With its round-the-clock support structure, Spring Initiative is able to change the lives of its participants and help to solve the issues of substandard education and generational poverty found in the Mississippi Delta.

Needs Assessment

In the five years since Spring Initiative began, it has grown enormously. The number of students has tripled, the full-time staff has doubled, and an increasing number of part-time employees are involved in the program. Furthermore, the financial needs of Spring Initiative are growing as the participants age. Providing constant support for so many people becomes expensive. Spring gives financial aid to those attending Piney Woods and will potentially support students going to college if they require it. Spring Initiative also takes students on college visits and exposes them to as wide of a range of life options as possible. All of these things are critical to the success of the program, and as such Spring Initiative truly requires the money.

With regards to its reading program, Spring Initiative makes heavy use of volunteers to give all students individual attention. The money from this grant would be used to hire more consistent help on reading days, as well as to expand the library of reading materials. The school system in the Mississippi Delta is often abusive, beating and insulting them for perceived lack of effort. Volunteers in many other programs, such as Teach Across America, only stay for a couple of years, so these students are used to mentor figures leaving them. They truly need a source of constant support, and Spring Initiative attempts to provide that for them. With the funding from this grant, Spring will be able to hire more consistent reading assistance, which will in turn boost the students’ reading levels as they become more confident with the people with whom they work.

The problems that Spring Initiative faces cannot be solved quickly or easily. They are generational issues, stemming from centuries old racism and poverty. However, consistent, individual support has been shown to have a huge impact on children, and by granting Spring Initiative this grant, they will be able to give that support to many more. For this reason, Spring Initiative respectfully asks the Office of Elementary and Secondary Education to consider a grant of $175,000 for the expansion of their reading program to help impoverished children in the Mississippi Delta.

New Math!

Side note: It's not the movement I'm describing (or all that related to it), but I really wanted to share Tom Lehrer's song about the New Math curriculum, which I hear was designed by a Uni alum: https://www.youtube.com/watch?v=UIKGV2cTgqA

With regards to the essay, please enjoy and let me know what you think of the argument!

These days, there is a growing movement to change the K-12 mathematics curriculum. Too many people are growing up hating math and believing it has no place in their lives beyond school. To change this, standardized tests and curricula are increasing emphasis on solving “real world” problems, focusing more and more on gathering information from charts, understanding statistics, and grasping the fundamental ideas of geometry and algebra. However, in doing so they entirely miss the point of math. It’s not a science, it’s an art. Math is intrinsically beautiful and its study is a highly creative endeavour. Focusing only on the most common, specific applications of math in everyday life is like teaching music theory solely based on today’s pop music. Sure, that’s a lot of what people will see later in life, but it’s not nearly as interesting as seeing the full range of the subject. If middle school students aren’t excited by calculating averages, how can we expect them to enjoy calculating a mortgage instead, especially when a plethora of calculators exist to do it faster and better online? No, to be more successful math education needs to go in precisely the opposite direction.

Mathematics is woven from ideas and logic. At the highest level, it’s not really about calculation and numbers at all. It’s about abstraction, deduction, and innovation. New problems constantly arise in the world, ranging from unresolved paradoxes in quantum mechanics to the unpredictability of weather to aimless daydreams about the volumes of coffee mugs. These problems may seem completely unrelated, but more often than not math is able to connect and clarify their solutions. Throughout history, mathematicians have been able to resolve seemingly insurmountable problems just by viewing things differently. For example, Einstein’s theory of special relativity stems from changing a single assumption, flipping one sign in the equations governing reality, and yet it has proved to be one of the most brilliant and revolutionary ideas in physics. In school, we should be teaching people how to be creative, not beating them down with mind-numbing formulas given to us by the geniuses of old.

Even if you agree with me, you may be wondering how students will learn if left to their own devices. After all, it took thousands of years for modern mathematics to be developed, so it’s unreasonable to assume any student could reinvent it in twelve short years. Also, by having students derive formulas for themselves we run the risks of having them fall into traps, making mistakes and learning things the “wrong” way. Those concerns are legitimate, and I don’t think anyone has a full answer to them yet. However, I believe that the key is to mix strategies. Introduce problems and let the students think about them before revealing the answer. Don’t shut down unorthodox methods, reward creative thinking. Have them work individually, in groups, and as a class on different days. Have a teacher work closely with the students to help them get through potential roadblocks. Prompt them with some of the questions that have inspired new branches of mathematics or forced reevaluation of old ones. Change doesn’t happen overnight, but every time a teacher replaces a bit of rote memorization with an interesting derivation, the chance increases that the students will fall in love with mathematics. Or at the very least, learn to tolerate it.

Oh, Pinecone!

This piece is about 100 words below the limit, so if you have any advice on how to expand this slightly I'd love to hear it. Other advice is always welcome as well, of course. Enjoy! :)

2.  How much do you curse and why? 

     As a child, I was taught never to curse by my parents. No one in my family swore in my presence for years, and my first exposure to the subject came from foul-mouthed friends in elementary school. In fourth grade, everyone was beginning to try out these strange, new words, discovering the weirdly extreme reactions they provoked from adults. I learned the f-word, s-word, b-word, a-word, on and on. However, I was never interested in using them. I’ve never been a rebellious child, and there never seemed to be good enough reason to stir up trouble.

    Around the same time, my aunt Jenny taught me a rather profound lesson about swearing, one that is fundamental to my current understanding of the subject. We were on summer vacation in Wisconsin, and she pointed out that the reason people curse is to release and communicate negative emotions. The words themselves usually have little to do with what we’re upset about, they’re just customary thanks to cultural taboos. Shocking words convey shocking emotions. To release the emotions though, any word will do. If you say, “Oh, pinecone” with enough conviction, it can act as a swear word for you just as well as any “real” one. I thought this was hilarious at the time and spent the rest of the day shouting “Pinecone!” to anyone within earshot, but in time I realized how right she was. Don’t get me wrong, I could never seriously swear using the word “pinecone,” but other inoffensive words almost always suffice. For example, I often exclaim, “Oh shoot!” after realizing that I’ve forgotten to do some piece of homework or dying in a video game. Many of my friends would use a short string of Anglo-Saxon vulgarisms there instead, but the emotional content is no different. The reaction is just a reflex, and by falling into the habit of using innocent curses, I avoid unnecessary offenses.

    That’s not to say this method is flawless. It’s very difficult to change cursing habits once they’re well established, which makes this hard to implement for older people. I still use the word “God!” in my cursing, which can definitely offend some people. I’ve tried for years to drop it from my vocabulary, but a surprising event still brings it back out. In addition, I believe some situations are calamitous enough to warrant “real” swearing. I’ve never been in such a position, but if, say, my house were to burn down, I think a harsh curse or two might be in order. Furthermore, swearing can be humorous. An occasional dirty joke is hilarious, and by cutting out major swear words one loses the opportunity to make those jests. Would Mr. Sutton be as funny if he didn’t using swearing (judiciously) to make his points in class? I think the shock factor of such cursing adds something, but the key is that it’s shocking. Swearing is a powerful tool, but only if used sparingly. Just as bacteria become resistant to the drugs that we use against them, we become jaded towards curse words if they are overused. Dweeby though it may sound, I think I’ll stick to my tame swearing until there’s better reason not to.