Kobi Tirey 9/1/23 Kobi Tirey 9/1/23

Legacy admissions under fire: Carleton abandons, Georgetown students petition, Pa. senator proposes ban - Higher Ed Dive

Students, faculty and alumni of Georgetown University, a highly selective Washington, D.C. institution, have revived a petition against its use of legacy admissions.

A similar effort emerged in 2020 but was unsuccessful.

The authors of the new petition, which attracted over 340 signatures as of Friday morning, wrote they’re “deeply concerned with the inevitable impact on diversity and inclusion in admissions and on campus” following the Supreme Court decision against race-conscious admissions.

Georgetown President John DeGioia issued a statement in June expressing disappointment in the ruling and said the university will continue to recruit, enroll and support students from varying backgrounds.

However, a report produced this year by Georgetown’s own Center on Education and the Workforce said selective institutions should abandon legacy preferences to achieve more ethnic and racial diversity.

That same report stated alumni “can be counted on” to oppose ditching legacy preferences and could threaten to withhold donations “because they regard their alma maters’ preferences for even the most lackluster legacy applicants as a well-deserved reward for families’ institutional loyalty.”

At least one institution that nixed legacy policies, Johns Hopkins University, didn’t see any changes in alumni donor activity, an institution official told NPR in 2020. And some research shows legacy preferences don’t translate into significantly higher alumni donations.

A Georgetown spokesperson did not immediately respond to a request for comment Friday.

(read more)

Kobi Tirey 8/3/23 Kobi Tirey 8/3/23

Unleashing Potential: How Nakita Packer is Revolutionizing Special Education in DC

Meet Nakita Henderson Packer, a driving force at Bridges Public Charter School in Washington, D.C. Nakita’s decision to become an Education Reform Champion was driven by her belief in the transformative power of inclusive education. She has redefined special education with the Universal Design for Learning (UDL) framework. Promoting diverse student engagement, her UDL-guided program has driven an impressive 9.1% rise in PARCC test scores, even during the global pandemic.

By Minetre Martin, DFER D.C.

Nakita’s success has been evident in many of her students’ successful transition from a special education class setting into a general classroom setting. Bridges PCS was acknowledged for Nakita’s work with the Bold Performance School Award, solidifying their innovative influence in special education. The significance of this award is best described by a statement from EmpowerK12:

“This year’s Bold Performance Schools have 2022 PARCC proficiency rates that were an average of 9.1 percentage points better than other Bold-eligible schools, and their 2022 PARCC 4+ proficiency rates were 2.6 percentage points better than the pre-pandemic average for schools serving similar demographics.”

Now, thanks to her tireless training and mentorship, her colleagues at Bridges PCS have embraced the UDL framework as well.

Her strides haven’t just captured local attention. In 2022, Nakita and Bridges PCS were invited to participate at the prestigious Elevate Conference, a premier professional development event for Pre-K – 2nd Grade Educators. They shared their success with the UDL framework, further extending their influence and sharing their innovative approach with educators from across the country.

Outside her professional life, Nakita balances passion and personal time, reminding us that harmony in life is achievable. Nakita’s work is a testament to the transformative power of inclusive education, setting a new standard for special education.

Kobi Tirey 8/1/23 Kobi Tirey 8/1/23

The Journey of an Ed Reform Champion

Christine Miller has been dedicated to her community work for over 10 years. She is a proud mother, former ANC1 commissioner, and an outstanding education advocate for our students here in the District. She began her advocacy after noticing her child’s Pre-K school had limited options for enrichment activities as opposed to other schools with robust menus for students to choose from. This motivated Christine to take a stand and advocate for equal access and quality of service for all of our children in the District. The more she continued this work, the more familiar she became with the broader spectrum of what families need, even beyond school activities.

By Kyle Myers, DFER D.C.

During my recent interview, Christine shared:

“This city faces the glaring challenge of persistent disparities between different groups of students along racial and socioeconomic lines but also with its failures to meet the diverse needs of our students with disabilities. We know that there are areas of this city with schools that are doing just fine, it’s time to double down on those areas where we know we have failed our children, families, and communities for generations. We need to stop acting surprised when we see dramatic gaps in test scores and outcomes between those communities in which families and children struggle against external stressors and generational disinvestments compared with those with vastly greater amounts of resources both in schools and at home. Supporting our kids should not begin and end at the doors of our school buildings, we have to do better in how we support parents, caregivers, and entire communities.”

This was a true testament to how deeply she cares and understands the needs of students and families. One of her greatest highlights has been making connections and creating her own extensive network of people by building relationships to attack these issues head-on. Being an Education Reform Champion has amplified her connections and helped to expand the scope of her advocacy. Christine has championed DFER D.C.’s priorities and is deeply dedicated to our mission.

Christine also shared:

“One priority that resonates is resource equity, especially as we are working to ensure access to quality education for all students and creating an equitable system that provides every child with the opportunity to succeed, regardless of their socio-economic background, ethnicity, or ability. Yes to investing in schools but also YES to investing in families and communities with a more holistic approach to education. It is not just about academic achievement but also about nurturing the social, emotional, and physical well-being of students.”

Christine believes that successful outcomes have to look beyond the four walls of a school. Success includes the whole child, the whole family, and the whole community. The continued patterns of failure need to be unlearned and addressed head-on by new approaches.

Thank you, Christine, for your tireless leadership and dedication to equitable education for all of D.C.’s public school students!

Kobi Tirey 7/26/23 Kobi Tirey 7/26/23

Congressional Democrats reintroduce bill to ban legacy admissions - Higher Ed Dive

“We commend Sen. Merkley and Rep. Bowman’s leadership in introducing federal legislation that would halt the unfair practice of preferential treatment to children of wealthy white alumni in the college admissions process,” Jessica Giles, executive director of Education Reform Now D.C., said in a statement.

(read more)

Kobi Tirey 7/26/23 Kobi Tirey 7/26/23

ERN DC Applauds Major Congressional Action to Overhaul College Admissions Post-SCOTUS Ruling

“We commend Sen. Merkley and Rep. Bowman’s leadership in introducing federal legislation that would halt the unfair practice of preferential treatment to children of wealthy white alumni in the college admissions process,” said Jessica Giles, Executive Director of Education Reform Now D.C. ”Legacy preference is profoundly inequitable and rooted in racism that must end.”

ERN DC Applauds Major Congressional Action to Overhaul College Admissions Post-SCOTUS Ruling

FOR IMMEDIATE RELEASE
Contact: Cesar Toledo, Cesar@edreformnow.org

WASHINGTON (July 26, 2023) — In response to the Sen. Jeff Merkley and Rep. Jamaal Bowman’s introduction of a federal bill to ban legacy admissions, Education Reform Now D.C., a leading education advocacy organization, released the following statement:

“We commend Sen. Merkley and Rep. Bowman’s leadership in introducing federal legislation that would halt the unfair practice of preferential treatment to children of wealthy white alumni in the college admissions process,” said Jessica Giles, Executive Director of Education Reform Now D.C. ”Legacy preference is profoundly inequitable and rooted in racism that must end.”

“As the Supreme Court wages a war against Black and Latino students’ access to the American Dream, while endorsing affirmative action for white people, urgent federal action is needed to upend the college admissions process. Passing the Fair College Admissions for Students Act is a critical step towards addressing the longstanding racist barriers that keep doors of opportunity closed on Black and Latino first-generation college students.”

# # #

About Education Reform Now D.C.

ERN D.C. is a non-profit, non-partisan think tank and advocacy organization fighting for a just and equitable public education system for all students in Washington, D.C. We seek progress in D.C. Public Schools and public charter schools by developing and advocating for systemic change to eliminate racial inequity and discrimination.

Kobi Tirey 7/13/23 Kobi Tirey 7/13/23

‘A Punch To The Gut:’ What SCOTUS’ Student Loan Decision Means To D.C.-Area Borrowers - WAMU

When Cesar Toledo learned that most of his student loan debt might be forgiven last year, he “felt like a weight lifted from my shoulders.”

Toledo had $25,000 in student loan debts. Under President Biden’s student loan forgiveness program, he would have had $20,000 of those debts forgiven. He and his partner began talking about buying a home and adopting children.

Become a sponsor?

But those plans were upended when the Supreme Court struck down the program in late June. Now, he and millions of other borrowers will need to start repaying those loans in October, and student loan interest will resume Sept. 1.

“It feels like a punch to the gut,” Toledo told DCist/WAMU. “My partner and I now have to push back some major life decisions because of this crippling debt that we both are strapped to.”

Toledo, who is in his early 30s, is uncertain of how exactly to move forward. He estimates that it would take about 10 years to pay off his debt if he stays in the region.

Cesar Toledo and his partner started planning to buy a home and adopt children after Biden announced his student loan forgiveness program last year.Cesar Toledo

Toledo is especially attuned to education policy issues; he is the Deputy Director of Democrats for Education Reform D.C. His organization wants to see local government step up and expand programs to help lower student debt, and they hope the D.C. Council and mayor will take action.

The D.C. area has some of the highest student debt burdens in the country. Many residents are recent college graduates, and borrowers are further hampered by the area’s steep cost of living.

For some residents, Biden’s student loan forgiveness program left them more or less debt free. The program canceled up to $20,000 of federal student loans.

Many, like Toledo, were suddenly in the position to consider homeownership sooner. One resident told DCist/WAMU last year that he bought his first car because of the news.

(read more)

Kobi Tirey 7/12/23 Kobi Tirey 7/12/23

Sherri Daniels’ Testimony on Bill 25-55

My name is Sherri Daniels, I am a proud resident of Ward 8 with a master’s degree in psychology, a community caseworker, and a prominent civic leader for Education Reform Now DC. As someone who works at the forefront of providing mental health services to DC residents, I am here today to wholeheartedly support the establishment of a Master of Social Work degree program at the University of the District of Columbia.

Sherri Daniels
Civic Leader
Education Reform Now DC

DC Council, Committee of the Whole
Public Hearing:
Bill 25-55, “Pathways to Behavioral Health Degrees Act of 2023”

Honorable Chairman Mendelson and members of the Committee of the Whole, greetings. My name is Sherri Daniels, I am a proud resident of Ward 8 with a master’s degree in psychology, a community caseworker, and a prominent civic leader for Education Reform Now DC. As someone who works at the forefront of providing mental health services to DC residents, I am here today to wholeheartedly support the establishment of a Master of Social Work degree program at the University of the District of Columbia. I was pleased to testify¹ in support of this legislation in April, and I’d like to expand upon the previous testimony of Minetre Martin and delve deeper into the specifics of implementing the solutions discussed.

Minetre’s testimony accurately drew attention to the urgent mental health needs of our DC youth, especially in marginalized communities, and I am intimately familiar with this issue through my daily work as a community caseworker. The establishment of a Master of Social Work degree program at the University of the District of Columbia, as proposed in this bill, offers a direct response to these needs. However, the successful implementation and impact of this program will depend heavily on the strategic decisions we make now. To expand on the essential aspects Minetre touched upon I offer the following specific recommendations:

Collaborate with entities such as the National Institute of Mental Health and the American Psychological Association
Minetre suggested the importance of aligning with distinguished institutions such as the National Institute of Mental Health as well as local hospitals and organizations. To amplify the program’s reputation and facilitate enriched learning experiences, the program could develop a “Learning Partners” initiative where each semester, a group of students is paired with a partner organization for research projects or practicum experience. This model not only provides students with unique learning opportunities but also helps institutions gain fresh perspectives from the upcoming generation of social workers.

Partner with philanthropic organizations and foundations in DC to establish scholarships, sponsorships, or internships.
Through the scholarship program, UDC could support practical training opportunities. Internships or fieldwork experiences are essential components in the education of social
workers, and financial support for these experiences would significantly aid students. Additionally, UDC could leverage technology and innovation in its teaching methodologies. In
this digital age, there are myriad tech-based tools that can revolutionize the teaching of social work. For instance, incorporating simulation software and AI programs can offer students the opportunity to practice skills in a risk-free environment before working with actual clients and could make the program more future-ready.

Implement a DC-centered curriculum to address the unique challenges.
The program should engage with local community health centers, schools, and the Department of Behavioral Health to develop a comprehensive understanding of our community’s unique needs. By introducing courses or specializations that focus on DC’s specific demographic needs, we can ensure our graduates are well-equipped to serve their community effectively.

Develop and execute a comprehensive public awareness campaign to ensure potential beneficiaries are informed about this program.
Develop and execute a comprehensive public awareness campaign to market this program to Local Educational Agencies LEAs, so counselors are aware and can work to intentionally build out career pathways in these fields.

This Master of Social Work degree program is more than a course of study; it is a commitment to the future well-being of the District of Columbia. By investing in the program and its graduates, we’re investing in our community and shared future.

Thank you for your time, and I hope you will give due consideration to our proposals and the potential they have to enrich our District’s education landscape and uplift our community.

¹https://edreformnow.org/2023/04/14/ern-dc-advocates-for-mental-health-services-in-dc-schools/

Kobi Tirey 7/12/23 Kobi Tirey 7/12/23

Minetre Martin’s Testimony on Bill 25-55

Earlier this year, I testified in support of this bill and asked for there to be a hearing. Thank you for funding this legislation in the Fiscal Year 2024 Local Budget Act of 2023 and holding a hearing. In my previous testimony, I shared the alarming statistics pertaining to our youth’s mental health, the leading cause of death among them being suicide. According to the American Foundation for Suicide Prevention (AFSP), in Washington, DC, suicide is among the leading causes of death for youth ages 10-24, predominantly affecting Black youth.

Minetre Martin
Organizing Manager
Education Reform Now DC

DC Council, Committee of the Whole
Public Hearing:
Bill 25-55, “Pathways to Behavioral Health Degrees Act of 2023”

Chairperson Phil Mendelson and Committee of the Whole Members,

I am Minetre Martin, a Ward 4 resident, Organizing Manager for Education Reform Now DC (ERN DC), and a former classroom teacher. I hold a bachelor of science degree in psychology, but it is not my academic credentials that bring me here today. It’s the faces of the countless students I’ve seen over the years, their dreams and hopes for a better future. Their future, and the future of this city’s overall health, is what Bill 25-55 represents.

Earlier this year, I testified¹ in support of this bill and asked for there to be a hearing. Thank you for funding this legislation in the Fiscal Year 2024 Local Budget Act of 2023 and holding a hearing. In my previous testimony, I shared the alarming statistics pertaining to our youth’s mental health, the leading cause of death among them being suicide.
According to the American Foundation for Suicide Prevention (AFSP), in Washington, DC, suicide is among the leading causes of death for youth ages 10-24,² predominantly affecting Black youth.³

To put more detailed data into perspective, Let’s take a moment to imagine a classroom of 25 high school students in Washington, D.C. Among these students,
About 13-14 of them, which is more than half of the classroom, would have experienced persistent feelings of sadness or hopelessness or seriously considered attempting suicide, according to a recent survey.4
Approximately two students in this classroom would have witnessed or experienced violence, reflecting the 7.4% rate in DC, which is nearly double the national average of 3.8%.5
If the students come from low-income households, the number of those who have witnessed or experienced violence would increase to around 3-4 students, reflecting the 14% rate, more than twice the national average of 6.8%.6
Among LGBTQ+ students they would have twice the likelihood of reported suicidal thoughts, compared to their peers, showing that LGBTQ+ youth are at a significantly higher risk.7

Alarmingly, one of those students could be your child, your child’s friend, your neighbor, or in my case, a former student.

It is no secret that research has shown that our students struggle with mental health issues or are experiencing numerous adverse experiences within their community. 8 However, this is not just about numbers; it’s about lives and futures that we can nurture or neglect. This is where this bill could have an impact. But for this program to serve its purpose, it must be dynamic, cutting-edge, and grounded in the realities of the District’s unique demographics and challenges. In light of DC’s wealth of resources, we propose the following recommendations:

Recommendations:

Create alliances with renowned institutions and research centers here in DC, such as the National Institute of Mental Health, the American Psychological Association, and leading local hospitals, clinics, and organizations. These partnerships would facilitate research opportunities, hands-on experience, guest lectures, and real-world exposure for students. This would increase the program’s marketability and strengthen its commitment to serving the community.
Leverage DC’s vibrant nonprofit and philanthropic sector. We have organizations and foundations committed to supporting education and mental health, such as the Strengthening Families Through Behavioral Health Coalition. Engaging them in sponsorship, scholarship, or internship programs would be a mutually beneficial partnership.
Adopt a unique DC-centered curriculum that addresses our diverse communities’ specific behavioral health needs. This could be done through collaborations with local community health centers, schools, and the Department of Behavioral Health (DBH). Moreover, the use of advanced tech-based teaching tools and methodologies would ensure a comprehensive and effective education for our students.
Market this program to LEAs so counselors are aware and can work to intentionally build out career pathways in these fields.
Overcome any barriers to data sharing by providing information to the Office of the State Superintendent of Education, Department of Employment Services, LEAs, and other relevant agencies on the number of individuals taking advantage of this career opportunity and their outcomes.

We have the opportunity to make history here, not just for the University of the District of Columbia but for our children, our community, and our future. Thank you for your time and consideration. I am happy to answer any questions you may have.

[1]https://edreformnow.org/2023/03/30/ern-dc-urges-for-improved-behavioral-health-resources-in-dc-schools/
[2]American Foundation for Suicide Prevention. (2021). District of Columbia: Suicide and mental health fact sheet.
[3]American Academy of Child & Adolescent Psychiatry. (2022). AACAP Policy Statement: Increased suicide among Black youth in the United States.
[4]Office of the State Superintendent of Education. (2019). 2019 District of Columbia Youth Risk Behavior Survey: High School
and Middle School Reports. Retrieved from https://osse.dc.gov/sites/default/files/dc/sites/osse/publication/attachments/2019%20DC%20YRBS%20Report.pdf
[5]Child and Adolescent Health Measurement Initiative. 2020-2021 National Survey of Children’s Health (NSCH) data query. Data Resource Center for Child and Adolescent Health supported by the U.S. Department of Health and Human Services, Health Resources and Services Administration (HRSA), Maternal and Child Health Bureau (MCHB). Retrieved January 8, 2023, from https://www.childhealthdata.org/browse/survey/results?q=9535&r=10
[6] Ibid
[7] Suicide risk among LGBTQIA students in Washington D.C.: Office of the State Superintendent of Education. (2019). LGBTQ Student Report. Retrieved from https://osse.dc.gov/sites/default/files/dc/sites/osse/page_content/attachments/LGBTQ%20Student%20Report%20FINAL.pdf
[8]https://www.dcpolicycenter.org/publications/mental-health-supports/

Kobi Tirey 7/12/23 Kobi Tirey 7/12/23

Dr. Rabiatu E Barrie’s Testimony on Bill 25-55

Dr. Rabiatu E Barrie, PhD
Civic Leader
Education Reform Now DC

DC Council, Committee of the Whole
Public Hearing on:
Bill 25-55, “Pathways to Behavioral Health Degrees Act of 2023”

Chairperson Phil Mendelson and Committee of the Whole Members,

I am Dr. Rabiatu Barrie, a Licensed Clinical Psychologist, Assistant Professor at the University of Maryland, and a civic leader for Education Reform Now DC. Thank you for the opportunity to testify before you today. While I am a Maryland resident, I do have the privilege of training and collaborating with numerous students and professionals who serve DC residents. I see the impacts of policies in DC extend beyond its boundaries, significantly affecting the broader region, including Maryland. In March, I testified¹ in support of this legislation and urged the Committee of the Whole to hold a hearing on the bill. Thank you for listening. Today, I will present actionable steps to enhance mental health services in DC public schools, supporting the overall well-being and success of our students.

Building on the testimonies of my fellow education reform champions, Minetre Martin and Sherri Daniels, I would like to propose that UDC consider the following enhancements when implementing this program:

Consider broadening the eligibility requirements of the program.

While the current criteria aim to ensure the program benefits the District, we must not forget about individuals who might not have attended a DC public school but have strong ties to the District or clear intent to serve our community in the future. For example, people who may have relocated to the District after their high school education but have been contributing to the community for a significant time or anyone who has completed relevant associate degree programs or earned certificates in the District and intend to pursue a career in behavioral health in the District could also be strong candidates for this program.

Provide mental health services for program participants.

The emotionally demanding nature of behavioral health work makes this proactive measure crucial for ensuring the well-being of our future professionals. As a current professional in this field, I can attest to the importance of this service.

Establish a clear framework for oversight and program effectiveness

To ensure the efficacy and accountability of these measures, I recommend that UDC establish a clear evaluation framework for these initiatives. Regular monitoring, tracking of graduates’ career progression, quality of education, and participant feedback will ensure the program meets its intended goals.
Key performance indicators could include clinician retention rates, student graduation rates, and post-graduation employment in the District’s behavioral health services.

In conclusion, by implementing these measures, UDC will send a strong message about its commitment to its long-term strategy of preparing our own local students for the careers that our community most needs.

The proposed solutions, backed by the DC Council’s unwavering commitment, can lead to profound and lasting positive impacts on the lives of countless children and adolescents in the District of Columbia.

Thank you for your time and consideration. I look forward to the opportunity to answer any questions you may have and to further discuss this legislation.

¹https://edreformnow.org/2023/03/30/ern-dc-testimony-on-mental-health-services/

Kobi Tirey 7/10/23 Kobi Tirey 7/10/23

DC Public Schools Will Teach LGBTQ History in Social Studies Classes - Metro Weekly

“We should not only be preparing our students to understand who they are within our own contexts, but also how to understand people who behave differently and experience the world differently,”Chang told Metro Weekly.

The new standards will also stress the importance of learning about the histories of heretofore underrepresented minority groups, such as Asian Americans and indigenous people, and their impact on national and D.C. history.

The new social studies standards have been endorsed by the National Council for the Social Studies and “professors from various institutions, including Howard University, the University of Maryland, and New York University,” according to DCist.

“We’re getting a lot of positive reinforcement around changes that are more reflective of who our communities are actually made of and the responsibility of our systems to make sure that we’re preparing all students to learn how to navigate both diversity locally and internationally,” Chang said.

He gave the example of a 10th grade social studies teacher coming to a forum and “giving very, very specific feedback on a very, very specific line of how she thinks [the standards] should be in different ways so that she can incorporate it better for her classroom.”

(read more)

Kobi Tirey 7/8/23 Kobi Tirey 7/8/23

DC updates social studies standards to include LGBTQ+ history - LGBTQ Nation

Ward 6 Representative Brandon Best agreed, saying he is “proud” of the update because “by acknowledging our past we can actively work towards building a better future.”

“We’re right now putting forward something that makes the statement that we want our students here in D.C. to be informed, to be critical thinkers, to be good citizens,” said Eric Goulet, Ward 3 Representative.

Ward 6 Representative Brandon Best agreed, saying he is “proud” of the update because “by acknowledging our past we can actively work towards building a better future.”

(read more)

Kobi Tirey 7/5/23 Kobi Tirey 7/5/23

Supreme Court Strikes Down Affirmative Action, Student Loan Forgiveness - The Washington Informer

By gutting equitable access to higher education, the Court ruled against Black and Brown students’ access to the American Dream, said Jessica Giles, executive director of DFER DC.

“This ruling erases decades of progress — a particularly concerning reality given our higher-education system continues to uphold systemic, racist barriers to entry that keep doors of opportunity closed on Black and Brown students,” Giles said.

“Now more than ever, we must upend the college admission process to ensure it is optimized for racial equity, starting by abolishing legacy preference — a textbook example of systemic racism. In the absence of race-conscious admissions policies, we strongly urge D.C. elected officials to pass policies that ensure our Black and Brown students complete postsecondary education and can obtain economic prosperity.”

Giles also condemned the conservative justices for what she perceived as their alignment with Republican political interests.

The executive director of DFER DC argued that the decision has not only disrupted the lives of over 40 million student loan borrowers but has also dealt a particularly devastating blow to Black Americans.

She asserted that the ruling will exacerbate the racial wealth gap, push numerous borrowers into financial hardship, and erode public trust in the Supreme Court.

(read more)

Kobi Tirey 6/30/23 Kobi Tirey 6/30/23

Supreme Court Strikes Down Student Loan Forgiveness Plan -The Washington Informer

Jessica Giles, executive director of DFER DC, condemned the conservative justices for what she perceived as their alignment with Republican political interests.

Democrats for Education Reform DC (DFER DC), an organization dedicated to improving education policies, issued a statement expressing disappointment in the Supreme Court’s ruling.

Jessica Giles, executive director of DFER DC, condemned the conservative justices for what she perceived as their alignment with Republican political interests.

Giles argued that the decision has not only disrupted the lives of over 40 million student loan borrowers but has also dealt a particularly devastating blow to Black Americans.

She asserts that the ruling will exacerbate the racial wealth gap, push numerous borrowers into financial hardship, and erode public trust in the Supreme Court.

In response to this setback, DFER DC urged Mayor Bowser and the D.C. Council to take proactive measures to expand existing programs aimed at reducing student loan debt and fixing the flaws within the higher education system.

The organization said it believes that local initiatives can help mitigate the negative impact of the Supreme Court’s decision and provide much-needed support to borrowers in the absence of federal relief.

(read more)