Ed Alvarez and Dr. Cheryl Ingram—Dismantling Inequities for Educational Excellence at the Silicon Valley Equity in Education Institute

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Money doesn't matter, right?
And why does it matter?

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Usually people who say things
like that tend to throw money,

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that tend to throw money at
problems with inadequate

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solutions.
So they are to think money

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doesn't matter, right 'cause
you've thrown millions of

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dollars, maybe billions of
dollars at a problem and you

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didn't solve it.
Well, the money isn't the

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problem the way that you create
systems are, right, Because

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because the money can be
sustainable.

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When money is sustainable, so
our systems.

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And so when, when I think about
when people say things like that

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and, and what makes money
matter, I think it's important

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for if you come from an
impoverished background, because

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my mother used to tell me
there's a difference between

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being in poverty and being poor,
right?

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Because you could be rich in
with a poor life, but when you

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in poverty, that is economic.
And so when you think about

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economic poverty and the way
that where people come from,

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it's all the things that Ed
listed even before that they do

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with leap.
It's about what kind of support

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systems do students need one to
be able to attend, but also

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families the need to be able to
support.

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Because I, I mean, I saw a
report this morning that talked

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about minimum wage not changing
in 15 years in some places, but

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cost of living has skyrocketed
and.

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This is Doctor Rosa Rivera
McCutcheon, author of Radical

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Care, Leading for Justice in
Urban Schools, and you're

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listening to Add Up Accelerated
Excellence.

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Welcome to the Add Up
Accelerated Excellence podcast,

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00:01:42,360 --> 00:01:45,480
and we would like to share an
opportunity for educators to

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contribute to our XE Listening
tour this week.

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Take time to listen to a
community member regarding their

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educational excellence and
equity experience because we

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believe that by listening, we
unlock the engine for powerful

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educational transformation.
Share your insights via

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air with the podcast.
That's the XE Listening Tour at

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edupxe.com.
School Leaders this summer your

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leadership journey continues in
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Join the National Association of
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Connect with principals,
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education leaders from across
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conversations, practical
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can take straight back to your
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This conference is designed for

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Learn more and register today at

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NAESP conference.org.
That's NAESP conference.org.

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Welcome, welcome, welcome to Add
Up Accelerated Excellence, the

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podcast for the advancement of
educational excellence and

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equity.
And I'm your host, Jacob Easley,

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the second PHDPMP.
And today we have two brilliant

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guests.
We are returning to San

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Francisco Bay University, where
we last spoke to the Provost,

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Brad Fuster, and he mentioned
the wonderful work that's

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happening out of the Silicon
Valley Equity and Education

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Institute.
So I said we need to follow up.

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And today's guests are the
Executive director and Deputy

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Executive Director in this
order, Ed Alvarez and Doctor

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Cheryl Ingram.
So I'm going to ask both of you

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who would to introduce yourself
to the add up accelerated

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excellence audience by giving
voice to your name is only you

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can.
And just tell us briefly what's

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top of mind about the work that
you're doing at the institute.

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So we'll start with you, Ed.
Sure.

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I'm Ed Alvarez and I've my
background is that I've spent

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the past 25 years in in
education, both at the

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undergraduate level as well as
graduate level.

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I've, I've been, I've been
involved in the operation of a

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university that served only low
income students.

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I've, I've operated 3 different
charter schools serving low

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income students and, and also
have headed up a program that

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supports low income students
through their first two years of

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college.
So that's, that's the background

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from which from which I come.
And, and of course, top of mind

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for me is, is ensuring that we
all better understand the, the

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situation that all of these
students that we're going to be

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referring to are facing in, in
today's ever changing education

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profile.
We're going to talk a lot about

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AI in particular, but that
that's what's top of mind for

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me.
So, Doctor Ingram, will you

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please introduce yourself for
us?

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Yes, hello everyone.
My name is Doctor Cheryl Ingram

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and I've been doing this work
for about 20 years, since 2026

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years now over 20 years and I
started out in higher education

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working in multicultural center,
department of Black programs and

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working on collaboration for
students who come from

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marginalized backgrounds and
identities and higher education.

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I've been an elementary school
teacher, I've been AI, am an

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entrepreneur, have been an
entrepreneur for a long time.

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I've worked in nonprofit for
over 15 years.

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So I've worked in every element
of work that you could think of,

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from education to nonprofit to
for profit in building equitable

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systems.
My background is in DEI,

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diversity, equity, and inclusion
and producing equitable outcomes

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by analyzing data with an equity
lens.

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My first PhD is in education
with a specialization in

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multiculturalism.
And my second one that I'm

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currently I'm about to graduate
is quantitative and it is in

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business administration systems.
And I'm working on building DEI

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measurement validation systems
that are sustainable around the

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world.
And what's with the front of

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mine for me is how do I play a
role in supporting populations

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that are marginalized as the
world moves forward and where it

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currently is through the work
that we do?

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You, you mentioned first
doctorate and now you're

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finishing a second doctorate.
And I'm just going to say kudos

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to you because that is
absolutely amazing.

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You have way more energy than I
do these days.

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So.
Thank you.

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Go ahead, go ahead.
I'm thinking that that we're

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going to start addressing her
soon as Doctor, Doctor.

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He said Doctor Squared.
I love it and but today if it's

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if it's OK, we can use first
name.

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That's OK perfect.
So both of you, which is so

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amazing.
You have backgrounds in both P12

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education and you're currently
now working in higher education.

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But I want to take us back a bit
because I think it's important

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to let folks know.
How did you come into the

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profession itself?
What drove you to nurture your

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passion for education?
Well, beginning with me, let me

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say that, that my parents only
achieved 8th grade education,

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but they were very clear as
immigrants coming into this

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country that, that their
children needed to go further.

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And, and of course I was, I was
the first born.

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And so I received the first
opportunity to, to do that.

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And, and so as I, as I, I
practice law for 25 years.

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And at the conclusion of that, I
decided that, that a more, more

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worthwhile, that my time could
be more worthwhile spent in, in

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doing the things that, that
supported me or addressing the

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issues that supported me as I
went through undergraduate law

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school and, and, and
postgraduate work after that, I

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taught in, in the law school.
So all of that is what what

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brought me to where I am now.
And for me, I grew up in a low

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income area, poor, Black, had a
very supportive mother and my

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family, and my grandmother was a
community advocate.

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And my mother kept me in what we
used to call the Afro American

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bookstore in our neighborhood,
teaching me about systems and

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how they impact people who come
from poverty, especially black

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people.
And I'll never forget it.

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The one reason I jumped in
education when we first went to

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college, I went from Omaha, NE
to Las Cruces, NM and 13 of us

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went down there from the same
same neighborhoods because we

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grew up together, but also a
friend of ours got a

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scholarship.
So we all went down there.

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By the third year there was only
two of us left because everyone

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else just had to go home for a
number of different reasons,

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whether they were pushed out the
institution systemically or

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their personal reasons that they
had to go home but they didn't

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complete college.
And it was always related to

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either something socio economic
or bureaucratic in the

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institution.
So that really drove a passion

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for me to investigate systems to
understand why students don't

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complete education because I had
just been seeing it my entire

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life since high school, but
especially in college.

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Thank you both for that.
So I can really see how that

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that those experiences can drive
passion, particularly for the

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work that you did today to
support students who may not be

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successful were it not for your
efforts and the efforts of of

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your team that you work with
there at San Francisco Bay

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University.
So Cheryl, I want to start with

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you.
Your work sits at the

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intersection of research
identity and systems

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accountability, so you often
emphasize that equity must be

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measurable, as you mentioned in
these two doctoral degrees and

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structural.
I've heard you use that word

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already, so when did you begin
to see the world in that

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perspective?
You know what out To be fairly

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honest, I've never ever been
asked this question before, but

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growing up in elementary school,
I was in a gifted program for

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math and science.
And so I started to see the

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world through numbers probably
at the age of 6 when I first got

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identified and put into science
programs, science and math

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programs specifically.
And we used to go to these

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challenges.
I was in a group called Mesa

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Math Engineering Science
achievement, and they would give

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us difficult problems to solve
and we would have to use math

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and critical skills.
And I think that's really the

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first time I started started to
see the world through that kind

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of lens.
Yeah, so that, and I know that

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program and, and, and your work
with the Latin, your work with

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the Latino Education Advancement
Foundation, you achieved an 87%

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college completion rate for low
income first generation

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students.
And Doctor Cheryl is is giving

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you the the snaps.
So what were the key conditions

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that made that achievement
successful 87%?

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Yes, thank you.
I, I've, I've always felt that

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the, the, the system doesn't
directly address the needs of,

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of students, whether it be
undergraduate or, or during

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college.
And So what I did was I, I

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designed a program that I felt
would address the needs and, and

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that program consists of
providing our scholars with,

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with some financial support,
partnering them with mentees,

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mentors that attended the same
schools, same background, and

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providing those mentors with
financial support.

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And then in addition, requiring
the parents who had very limited

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knowledge of, of the college
experience, requiring the

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parents to engage in workshops
and learn about that first year

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of college for their students
and become better informed.

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And we paid the parents to
participate in those programs.

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People ask me, why are you
paying the parents?

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And I said my answer was or is
everybody else at the education

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table gets paid, so why
shouldn't the parents, You know,

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why are you paying the mentors?
Well, the mentors are actually

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holding two or three jobs during
their college career.

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So if we're going to take part
of their time, we need to pay

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them for that.
We've been very successful in

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that regard and getting a
significant number of mentors.

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And then we establish an
emergency fund.

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And that fund is you.
We, we distribute maybe fifty

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$60,000 a year out of that fund.
And that fund provides a student

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who's, who's ready to drop out
because they can't pay their car

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insurance or can't pay a month
rent.

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And, and we found that that if
we give them that one month or

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we give them that one payment,
they stay in school.

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I mean, we, we know this in this
80%, eighty, 7% rate.

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And then of course not, not
least, not last, but least is

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the mental health that we
partner with a mental health

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partner that provides both the
parents and the students with

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the emotional mental support
that they need.

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So we put all that together and,
and, and this is a unique

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program in that sense because
most programs don't pay mentors

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and they don't pay, they don't
pay parents and they don't have

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emergency funds.
We put up that together and in

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this holistic approach that
we've taken and and and the

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success is evident.
We are our students are

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achieving that that persistence
rate, that persistence rate of

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87% is compared to 26% at the
California State colleges and so

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we know it works.
I said that's brilliant and I'm

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going to throw a question to
both of you.

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And this is a response to what
we've we've we've all probably

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heard that money doesn't matter.
Money is not the solution.

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So in this case, you talked
about incentivizing and, and I'm

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going to change the word from
incentivize.

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I'm also supporting the mentors
and the parents.

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Why is funding important?
Why is money important in these

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type of ventures to support
students that perhaps come to

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college under prepared?
Let me take the first stab at it

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because I just had a discussion
with a, with a group that's

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based in Washington, DC,
Northeast Washington, DC.

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They, they, they operate a, a
college, a college support

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program, career and college
support program for high school

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students.
They have 150 students that they

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offer this program to all 150
are African American.

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The average family income of
that of that group is 30,000 a

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year.
Over on the other side at Latino

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Education Advancement
Foundation, the average family

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income of the families we served
is 60,000.

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And so it's, it's almost, it's
almost self-evident as to, you

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know, how important is the
financial support.

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That's, that's, that's my view,
Gerald.

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Yeah.
I think so.

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You you said an interesting
phrase, Jacob, if I may make

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sure I repeat it accurately,
that money doesn't matter,

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right?
And and why does it matter?

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Usually people who say things
like that tend to throw money

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that tend to throw money at
problems with inadequate

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solutions.
So they have to think money

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doesn't matter, right?
Because you've done millions of

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dollars, maybe billions of
dollars at a problem and you

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didn't solve it.
Well, the money isn't the

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problem the way that you create
systems are, right?

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Because because the money can be
sustainable when money is

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sustainable.
So our systems.

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And so when, when I think about
when people say things like that

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and, and what makes money
matter, I think it's important

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for if you come from an
impoverished background, because

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my mother used to tell me
there's a difference between

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being in poverty and being poor,
right?

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Because you could be rich and
live a poor life, but when you

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in poverty, that is economic.
And so when you think about

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economic poverty and the way
that what people come from, it's

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all the things that Ed listed
even before that they do with

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leap.
It's about what kind of support

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systems do students need one to
be able to attend, but also

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families the need to be able to
support.

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Because I, I mean, I saw a, a
report this morning that talked

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about minimum wage not changing
in 15 years in some places, but

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cost of living has skyrocketed.
And depending on the skill sets

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that you have, the ability that
you have to be able to stay in

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school and get a halfway decent
paying job, which isn't even a

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guarantee war.
And so you need money to be able

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to, to support systems and
people who come from

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00:18:10,200 --> 00:18:13,800
impoverished systems and tear
down systems and build new ones.

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And, and the amount of money
that we spend matters, but also

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the way that we spend it
matters.

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00:18:19,560 --> 00:18:22,520
And the way that we measure it
matters because I think that

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people often look for
measurement in order to give you

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money.
They want to see outcomes.

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But what you have to understand
is you also need money to get to

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those outcomes.
And so we sometimes create a

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double edged sword in the space
of giving and support when it

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00:18:35,200 --> 00:18:37,680
comes to sustainability.
And what does it look like to

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00:18:37,680 --> 00:18:40,760
support a black or Latino or
Asian or even a white student

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00:18:40,960 --> 00:18:44,520
that comes from an impoverished
background in our institutions

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00:18:44,520 --> 00:18:47,640
that we built that aren't made
to support those students unless

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we have systems like student
support services, financial aid,

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00:18:51,320 --> 00:18:54,320
loan grants and not loans that
they have to pay back and go

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00:18:54,320 --> 00:18:57,480
into debt once you graduate,
even from undergrad or your

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00:18:57,480 --> 00:19:00,560
family gets in debt trying to
get you through college, right?

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00:19:00,560 --> 00:19:03,200
So, so that's why that's part of
the reason why money matters.

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00:19:04,200 --> 00:19:09,720
Yeah, I really like them and and
I felt, well, I felt a tingle as

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00:19:09,760 --> 00:19:12,680
you were talking because you're
talking about systems which I

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00:19:12,680 --> 00:19:15,560
think it's so important and
often times when we think about

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00:19:15,560 --> 00:19:19,640
solutions or even even we say
what is the issue?

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00:19:20,000 --> 00:19:23,240
We're looking at the
manifestation but not

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00:19:23,240 --> 00:19:27,960
necessarily the cause.
So we are trying to address what

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we see as the outcome, but that
does little.

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00:19:31,520 --> 00:19:35,360
When we we extend, we tend to
replicate the same issues

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00:19:35,560 --> 00:19:37,400
because we haven't gotten to the
root cause.

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00:19:37,680 --> 00:19:39,200
And it does take a systems
approach.

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00:19:39,200 --> 00:19:42,080
We're speaking with Ed Alvarez
and Doctor Cheryl Ingram, who

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00:19:42,080 --> 00:19:47,360
are the executive director and
deputy director of the Silicon

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00:19:47,360 --> 00:19:50,120
Valley Equity and Education
Institute.

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00:19:50,640 --> 00:19:52,840
And let's talk about the
institute a bit.

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00:19:52,840 --> 00:19:56,720
So what led to the creation of
this institute, and what were

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00:19:56,720 --> 00:20:01,560
you seeing again in the system
that made you feel something

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00:20:01,560 --> 00:20:03,800
fundamentally different was
needed?

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00:20:05,080 --> 00:20:10,160
Well, first of all, let me say
that that I, I was fortunate in,

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00:20:10,880 --> 00:20:15,000
in approaching San Francisco Bay
University who offered me a

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00:20:15,040 --> 00:20:18,360
platform to talk about the
issues that I've experienced

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00:20:18,360 --> 00:20:21,720
over the past 25 years and the
resources to do that.

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00:20:21,960 --> 00:20:28,200
And so I'm grateful to, to the
university for, for providing us

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00:20:28,200 --> 00:20:33,080
with this, with this platform.
And, and of course, what it's

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00:20:33,080 --> 00:20:38,040
all about is, is addressing
this, the inequities that exist

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00:20:38,040 --> 00:20:43,240
in the system today that really
limit the, the, of both the

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social and the economic mobility
of, of these, of these students

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of this, this, this part of our
population that, that comes from

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00:20:52,720 --> 00:20:58,520
low, low income, low poverty
areas that come from backgrounds

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00:20:58,520 --> 00:21:01,960
where their parents have limited
education, where they don't have

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00:21:01,960 --> 00:21:05,880
a network to support their,
their endeavors.

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00:21:06,240 --> 00:21:11,600
And, and so Cheryl and I have
spent a lot of time talking

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00:21:11,600 --> 00:21:15,840
about how can we address those
problems, How can we address

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00:21:15,840 --> 00:21:19,560
those issues in the institute?
And I think we, we have a plan

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00:21:19,560 --> 00:21:24,520
to do so, But but that's,
that's, that's part of the work

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00:21:24,520 --> 00:21:27,760
that we're doing.
So you want to add to that?

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00:21:27,920 --> 00:21:32,240
Yes, so and everything that Ed
said, I second that.

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00:21:32,520 --> 00:21:35,640
And you know, when we look at
education and educational

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00:21:35,640 --> 00:21:39,840
inequity and economic inequity,
I think that would the those are

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00:21:39,840 --> 00:21:41,720
the things that we want to
advocate for.

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00:21:41,720 --> 00:21:44,800
And the thing that makes the
institute different from some of

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00:21:44,800 --> 00:21:47,240
the programs that you see now is
that we're not just assessing

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00:21:47,240 --> 00:21:49,480
the data with a very critical
equity lens.

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00:21:50,040 --> 00:21:53,400
We are also, as we assess that
data, looking to build solutions

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00:21:53,400 --> 00:21:56,760
alongside the assessment.
So we diagnose what we see is

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00:21:56,760 --> 00:22:00,880
the root cause and then we
create, we design a process to

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00:22:00,880 --> 00:22:04,760
see if we can address or how we
will address those challenges.

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00:22:05,000 --> 00:22:07,480
And Ed and I had a lot of
conversations about strategy

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00:22:07,480 --> 00:22:10,760
because I came into the
Institute 8 months ago, and it

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00:22:10,760 --> 00:22:12,800
was around about a year and a
half before that.

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00:22:12,800 --> 00:22:15,000
And they were already doing
really great research.

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00:22:15,440 --> 00:22:17,720
And so now we've been in the
space of we're starting to do

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00:22:17,720 --> 00:22:20,000
the research.
We started to develop the data

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00:22:20,720 --> 00:22:23,240
and the profiles and analyze it
in a way that we haven't

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00:22:23,240 --> 00:22:26,480
necessarily seen before.
But before we put that data out

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00:22:26,480 --> 00:22:29,080
into the world like everyone
else has done, how do we do it

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00:22:29,080 --> 00:22:32,240
with solutions in mind and then
talk to people about those

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00:22:32,240 --> 00:22:35,960
solutions, especially Community
Center solutions with all the

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00:22:35,960 --> 00:22:38,600
partners that we have, including
SBSBFU.

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00:22:39,040 --> 00:22:41,560
But also looking to partner with
other organizations in

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00:22:41,560 --> 00:22:45,880
communities that are doing very
similar work or fit into a model

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00:22:45,880 --> 00:22:49,880
that we want to design more like
an ecosystem in order to address

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00:22:49,880 --> 00:22:54,800
the inequities that we see.
So I'm going to ask you to paint

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00:22:54,800 --> 00:22:59,200
a picture for me.
I'm a student who is prime to be

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00:22:59,840 --> 00:23:02,160
to participate in the work of
your institute.

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00:23:02,440 --> 00:23:08,640
How would you describe your work
to a student who is coming to

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00:23:08,640 --> 00:23:11,560
San Francisco Bay University?
And I'm going to ask, I don't

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00:23:11,560 --> 00:23:14,040
know if your students are only
limited to students at San

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00:23:14,040 --> 00:23:17,600
Francisco Bay or is it open to
other students?

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00:23:17,600 --> 00:23:21,520
But what would you, how would
you describe the Institute to a

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00:23:21,520 --> 00:23:25,240
young person who may need be in
need of your resources?

374
00:23:26,480 --> 00:23:30,520
Well, let me first say and then
let let Cheryl add on, because I

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00:23:30,520 --> 00:23:34,680
think as you can tell, Cheryl's
a lot more eloquent than I am on

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00:23:34,680 --> 00:23:38,480
some of these subjects.
And so I, I often defer to her

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00:23:38,480 --> 00:23:42,680
for that for that reason.
But basically we're open to all

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00:23:42,680 --> 00:23:45,040
schools.
San Francisco Bay happens to be

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00:23:45,640 --> 00:23:49,160
our, our, our, our partner in,
in this platform.

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00:23:49,160 --> 00:23:54,880
But, but every every, every form
of higher education is what

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00:23:54,880 --> 00:23:58,880
we're addressing in both
Community College certificate

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00:23:58,880 --> 00:24:03,000
programs, workforce and and and
and four year college.

383
00:24:03,000 --> 00:24:06,280
So that's the answer to that
particular question.

384
00:24:06,280 --> 00:24:07,920
But Cheryl, take it from there.
We're.

385
00:24:08,560 --> 00:24:11,280
Not there yet.
We we still don't work directly

386
00:24:11,280 --> 00:24:13,400
with students.
OK, Yeah.

387
00:24:13,520 --> 00:24:15,720
So so I thought.
But I can tell you the vision

388
00:24:15,800 --> 00:24:16,600
for what?
There we go.

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00:24:16,600 --> 00:24:18,840
Let's get to all right.
OK.

390
00:24:18,840 --> 00:24:21,800
So, so the vision is one of the
things that we've been focusing

391
00:24:21,800 --> 00:24:24,400
on in our strategic plan and
whether the future look like as

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00:24:24,400 --> 00:24:27,440
we delve into it with the work
that we're currently doing now

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00:24:27,880 --> 00:24:31,760
is building support systems for
students and being able to

394
00:24:31,760 --> 00:24:35,280
connect them to those.
But also even funding processes

395
00:24:35,280 --> 00:24:37,640
for different students.
Sort of like the model that Ed

396
00:24:37,640 --> 00:24:40,640
already talked about with Leaf
is like, how do we take all of

397
00:24:40,640 --> 00:24:43,840
the how do we get you one into a
track where you're going to be

398
00:24:43,840 --> 00:24:45,840
successful and create a quality
of living?

399
00:24:45,840 --> 00:24:48,520
Is that certifications while you
are in a degree?

400
00:24:48,520 --> 00:24:51,120
Is that a degree program that's
adequate for you?

401
00:24:51,440 --> 00:24:54,200
How do we make sure you get paid
while you're doing that so that

402
00:24:54,200 --> 00:24:56,120
it is sustainable and support
your family?

403
00:24:56,440 --> 00:24:58,680
What does it look like to
connect you to community and

404
00:24:58,680 --> 00:25:01,560
business partners who may be
hiring for certain roles?

405
00:25:01,560 --> 00:25:03,720
And how do we make sure you are
prepared for that role, whether

406
00:25:03,720 --> 00:25:07,000
you going as an in turn and then
you are retained into a full

407
00:25:07,000 --> 00:25:10,320
time role right in the job that
make sure that you have career

408
00:25:10,320 --> 00:25:15,480
mobility and a live a livable,
comfortable wage as you do that

409
00:25:15,480 --> 00:25:17,640
role.
So I think for me, the vision

410
00:25:17,640 --> 00:25:22,640
right now is that, but I have a
much deeper vision for even what

411
00:25:22,640 --> 00:25:25,440
does it look like to go to a
student in K through 8th grade,

412
00:25:26,080 --> 00:25:28,160
right?
So as we work with, for example,

413
00:25:28,240 --> 00:25:32,080
AI solution companies that focus
on math and literacy, how do we

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00:25:32,240 --> 00:25:35,840
diagnose students who are who
are struggling in those

415
00:25:35,840 --> 00:25:37,920
particular areas?
And how do we link them with the

416
00:25:37,920 --> 00:25:41,320
proper tools to be able to get
them to a place where it is

417
00:25:41,320 --> 00:25:44,600
successful, where they are
meeting expectations or

418
00:25:44,600 --> 00:25:47,760
exceeding expectations for math
and literacy.

419
00:25:47,760 --> 00:25:52,080
So we, I see us as being the
bridge to make sure that we

420
00:25:52,080 --> 00:25:55,480
connect and offer those services
and develop innovative programs

421
00:25:55,760 --> 00:25:59,200
for students in K through 8, but
also nine through 12 and then

422
00:25:59,200 --> 00:26:01,680
into higher education.
So it's the three different

423
00:26:01,680 --> 00:26:04,560
sectors that we want to build
support systems for.

424
00:26:05,000 --> 00:26:08,720
And.
Let me add something to that,

425
00:26:08,720 --> 00:26:14,200
Jacob, that that's I think
critical and that is both

426
00:26:14,200 --> 00:26:18,400
currently and in the scenarios
that that Cheryl just described.

427
00:26:19,760 --> 00:26:22,440
We're fortunate and I think you
have some of this background in

428
00:26:22,440 --> 00:26:26,240
your interview with Brad.
We're fortunate that we're part

429
00:26:26,240 --> 00:26:31,080
of a university, which is, which
has a curriculum that's AI

430
00:26:31,080 --> 00:26:35,240
driven, both undergraduate and,
and, and, and graduate courses.

431
00:26:35,560 --> 00:26:39,280
And so it's very clear to me
that we have to take that AI

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00:26:39,280 --> 00:26:43,600
expertise and deliver that as
part of his support to students

433
00:26:44,280 --> 00:26:48,360
that they have to have AI
fluency and literacy as they

434
00:26:48,360 --> 00:26:49,960
move forward through this
system.

435
00:26:50,280 --> 00:26:53,920
And you know, I can comment a
lot about that, but but but AI

436
00:26:53,920 --> 00:26:57,800
is an important part of this.
Yeah, Brad did mention San

437
00:26:57,800 --> 00:27:03,960
Francisco Bay University as a
disruptor using and and leaning

438
00:27:03,960 --> 00:27:08,080
in on all of the merits
innovation.

439
00:27:08,080 --> 00:27:10,640
So we know that whenever you do
have merits, there's always

440
00:27:10,640 --> 00:27:12,920
going to be some other issues,
and we can talk about that in a

441
00:27:12,920 --> 00:27:14,800
minute.
So.

442
00:27:14,920 --> 00:27:18,720
So Cheryl, for clarification, is
starting to focus.

443
00:27:18,960 --> 00:27:24,400
Currently it's for college
students, but with the aim of

444
00:27:24,400 --> 00:27:26,760
expanding to students at other
levels.

445
00:27:27,400 --> 00:27:29,240
Yeah.
And our, our current research is

446
00:27:29,240 --> 00:27:32,600
all it's, it's mostly K through
12 right now.

447
00:27:32,600 --> 00:27:34,080
It's where we focus in the
beginning.

448
00:27:35,040 --> 00:27:36,840
So let's talk about the
research, because I've read a

449
00:27:36,840 --> 00:27:39,000
couple of your reports.
Quite sexy by the way.

450
00:27:40,240 --> 00:27:47,400
And in your study you describe a
dual equity crisis, declining

451
00:27:47,400 --> 00:27:50,120
enrollment along with widening
disparities.

452
00:27:50,520 --> 00:27:53,440
So what does that actually look
like in the day-to-day

453
00:27:53,440 --> 00:27:57,840
experience of students that you
are thinking about and and then

454
00:27:57,840 --> 00:27:59,120
the work that you're researching
Ed?

455
00:27:59,920 --> 00:28:01,320
You want to go first or you want
me?

456
00:28:01,560 --> 00:28:03,200
To yeah, I'll make a comment on
that.

457
00:28:03,200 --> 00:28:09,120
I mean, the, the in particular,
the dual enrollment goes to

458
00:28:09,520 --> 00:28:13,720
basically house schools are
funded in the state of

459
00:28:13,720 --> 00:28:18,760
California and, and, and that,
that, that funding isn't, is a

460
00:28:18,760 --> 00:28:23,600
true part story.
One part is that that you can

461
00:28:23,600 --> 00:28:28,040
either choose to take your
funding from property taxes and

462
00:28:28,040 --> 00:28:31,760
or you take what the student,
what the, what the state is

463
00:28:31,760 --> 00:28:34,680
allowing you to have and is
available for you to have.

464
00:28:35,400 --> 00:28:41,040
Those that take their student
their their their support from

465
00:28:41,040 --> 00:28:45,600
property taxes are in in high
value neighborhoods, they have

466
00:28:45,600 --> 00:28:48,640
high property taxes.
And so they're always going to

467
00:28:48,640 --> 00:28:52,640
choose the property taxes over
the state allotted allotted

468
00:28:52,640 --> 00:28:54,960
income.
And so that that immediately

469
00:28:54,960 --> 00:28:58,600
causes, you know, this disparity
in terms of how much money

470
00:28:59,880 --> 00:29:02,760
different schools get to support
their students.

471
00:29:02,840 --> 00:29:06,240
And and, and so that I think is
that that's the first part of

472
00:29:06,240 --> 00:29:07,840
this.
Yeah.

473
00:29:08,440 --> 00:29:11,920
And I'll, I'll discuss the the
widening of the gap, right,

474
00:29:11,920 --> 00:29:13,200
because then I'll give you an
example.

475
00:29:13,200 --> 00:29:16,200
Just last week, we were digging
into data in Santa Clara County.

476
00:29:16,680 --> 00:29:20,400
And as we looked at that data,
one of the things that we see is

477
00:29:20,400 --> 00:29:24,560
especially post COVID, but also
during COVID, there was a large

478
00:29:24,560 --> 00:29:28,520
drop in population, even
attendance for certain

479
00:29:28,520 --> 00:29:33,640
populations, students who, who
are unhoused and, and we even

480
00:29:33,640 --> 00:29:36,640
seen a difference in discipline
for students, right?

481
00:29:36,880 --> 00:29:41,000
And so we've been seeing, for
example, a drop in population

482
00:29:41,000 --> 00:29:43,920
for black students, for Asian
students.

483
00:29:43,920 --> 00:29:46,520
And when you, when you look at
the correlation of how that

484
00:29:46,520 --> 00:29:49,200
exists, you look at things like
poverty is students who are

485
00:29:49,480 --> 00:29:51,840
socially, economically
disadvantaged, right?

486
00:29:51,840 --> 00:29:56,600
They fall into that category and
even the the suspension rate

487
00:29:56,600 --> 00:30:00,120
while not while we don't know if
significant 100% of students

488
00:30:00,120 --> 00:30:04,280
that we saw in certain data are
100% STD are being suspended

489
00:30:04,280 --> 00:30:06,000
from school or expelled from
school.

490
00:30:06,320 --> 00:30:10,040
And so you see this widening gap
because we look at, for example,

491
00:30:10,040 --> 00:30:12,800
we looked at data to see, well,
why are some of these gaps exist

492
00:30:12,800 --> 00:30:16,600
and why is there such a huge
drop between 20/20/2020 and

493
00:30:16,600 --> 00:30:21,720
2021, even to 2021 and 2022?
So I had to go digging into

494
00:30:21,720 --> 00:30:25,040
other reports that talked about
the exodus, especially at black

495
00:30:25,040 --> 00:30:29,240
families in the Bay Area during
COVID because of the loss of

496
00:30:29,240 --> 00:30:32,280
jobs and the rise of cost of
living, right?

497
00:30:32,280 --> 00:30:35,560
And so you see these widening
gaps pushing people out of their

498
00:30:35,560 --> 00:30:38,120
neighborhoods, pushing people.
And you push people out of

499
00:30:38,120 --> 00:30:40,520
neighborhoods, you push them out
of schools because a lot of

500
00:30:40,520 --> 00:30:42,920
those people have families and
their kids attend those schools.

501
00:30:43,160 --> 00:30:45,840
So now they have to relocate,
right?

502
00:30:45,840 --> 00:30:49,480
And then you seen, I think we've
seen one of the level of

503
00:30:49,480 --> 00:30:52,120
unhoused students rise three
times.

504
00:30:52,120 --> 00:30:55,000
It went almost from 13%, I
believe, to 50%.

505
00:30:55,440 --> 00:30:58,080
So now you see these gaps
starting to widen.

506
00:30:58,320 --> 00:31:03,080
And when that happened, you've
seen the test scores in math and

507
00:31:03,080 --> 00:31:06,440
English dropping.
And so there there's a

508
00:31:06,440 --> 00:31:09,400
significant economic
contribution to what is

509
00:31:09,400 --> 00:31:12,120
happening to students,
particularly in this area and

510
00:31:12,120 --> 00:31:14,520
probably all over the United
States.

511
00:31:14,520 --> 00:31:18,240
But since our data is
specifically focused on the Bay

512
00:31:18,240 --> 00:31:21,160
Area, you start to see these
trends and how they correlate

513
00:31:21,160 --> 00:31:24,320
and may even be a causation from
one to another.

514
00:31:24,680 --> 00:31:28,360
And so we have started to
publish data and we have another

515
00:31:28,480 --> 00:31:31,880
report dropping soon for some of
the same things, just with a

516
00:31:31,880 --> 00:31:34,200
different perspective.
Because I don't know if people

517
00:31:34,200 --> 00:31:37,680
really are paying attention to
how economically it is truly

518
00:31:37,680 --> 00:31:40,480
impacting education when you
look at the crisis that's

519
00:31:40,480 --> 00:31:44,360
happening in the Bay Area.
And I think we should also go

520
00:31:44,360 --> 00:31:45,960
back to the, to the funding
issue.

521
00:31:46,040 --> 00:31:50,240
And, and, and that's important
because because of this

522
00:31:50,240 --> 00:31:55,120
structure of property taxes
versus state allotment, the with

523
00:31:55,120 --> 00:32:01,080
declining enrolment, the portion
of the state allotment goes down

524
00:32:01,080 --> 00:32:04,480
proportionately.
If you're in a property tax

525
00:32:04,480 --> 00:32:07,800
school, you don't lose any money
because the property taxes in

526
00:32:07,800 --> 00:32:10,040
fact are going up.
So they can have declining

527
00:32:10,040 --> 00:32:14,680
enrolment, but still and have at
least as much or more money to

528
00:32:14,680 --> 00:32:17,560
educate those students.
On the other hand, those that

529
00:32:17,560 --> 00:32:20,080
are getting their state
allotment and this happens, this

530
00:32:20,080 --> 00:32:22,640
isn't just in California,
there's other states that have

531
00:32:22,640 --> 00:32:25,240
the same system.
Those that have the state

532
00:32:25,240 --> 00:32:30,000
allotment they're in, their
revenue goes down, but they

533
00:32:30,000 --> 00:32:34,480
can't cut all the programs or
they have to cut critical

534
00:32:34,480 --> 00:32:37,320
programs.
And so that just puts more

535
00:32:37,480 --> 00:32:40,840
pressure on on those students
that need more help.

536
00:32:41,120 --> 00:32:45,240
And so it's a lot of it is also
directly related to this funding

537
00:32:45,240 --> 00:32:49,400
formula.
So for those of us who live in

538
00:32:49,400 --> 00:32:52,840
states that don't have that
system, how does the school, I

539
00:32:52,840 --> 00:32:55,720
mean, what's the process of
choosing your funding formula?

540
00:32:56,640 --> 00:32:58,720
Is it at the district level or
school level to?

541
00:32:59,840 --> 00:33:04,080
The state level, the state
determines that.

542
00:33:05,440 --> 00:33:10,280
The state determines that, yeah.
So they allocate, they allocate

543
00:33:10,280 --> 00:33:16,120
based on on the formula that
that provides both the state

544
00:33:16,120 --> 00:33:20,400
allotment and the property tax.
So they're going to, obviously,

545
00:33:20,400 --> 00:33:23,360
the state is happy to give you
more of the property tax because

546
00:33:23,360 --> 00:33:27,560
that's less burden on the state.
And so the state does that a

547
00:33:27,560 --> 00:33:29,160
lot, maybe at least in
California.

548
00:33:29,840 --> 00:33:30,920
OK.
Thank you for that.

549
00:33:31,560 --> 00:33:35,840
And so I was really interested
and surprised that your research

550
00:33:35,840 --> 00:33:40,040
challenges the assumption that
being in a high resource region

551
00:33:40,040 --> 00:33:44,280
like the Silicon Valley doesn't
always lead to equitable

552
00:33:44,280 --> 00:33:46,040
outcomes.
And sure, I think you kind of

553
00:33:46,320 --> 00:33:49,920
explain some of those shifts in
economic trends and you're

554
00:33:49,920 --> 00:33:55,680
seeing a rise in unhoused
families and communities.

555
00:33:56,000 --> 00:33:57,440
Why do you think this is
happening?

556
00:33:59,680 --> 00:34:02,720
Well, let me, let me just, and
Cheryl, and I know it's going to

557
00:34:02,720 --> 00:34:06,720
add to this, but, but let me put
it in, in actual real dollar

558
00:34:06,720 --> 00:34:10,440
perspectives.
The, the, the schools in Silicon

559
00:34:10,440 --> 00:34:15,040
Valley that are in these more
fluent neighborhoods and are

560
00:34:15,040 --> 00:34:20,880
receiving property tax monies,
they spend about $25,000 per

561
00:34:20,880 --> 00:34:23,679
student.
The schools on the other side of

562
00:34:23,679 --> 00:34:27,679
town that are receiving only the
state allotment because their

563
00:34:27,679 --> 00:34:32,679
property tax values are lower,
they receive about $17,000 per

564
00:34:32,679 --> 00:34:37,080
student.
So there's $8000 per student

565
00:34:37,760 --> 00:34:41,600
that can be invested in
education in those affluent

566
00:34:41,600 --> 00:34:44,159
neighborhoods versus low income
neighborhoods.

567
00:34:46,840 --> 00:34:48,679
And he's asked me a huge
question.

568
00:34:48,679 --> 00:34:51,120
I'm going to try to be as
succinct as possible, Jacob.

569
00:34:51,679 --> 00:34:55,000
But when when you think about
why that's happening, why the

570
00:34:55,000 --> 00:34:58,360
poverty rates are increasing, I
think we can't have that

571
00:34:58,360 --> 00:35:01,600
conversation without discussing,
for example, big tech and what

572
00:35:01,600 --> 00:35:04,280
has happened since it move has
moved into our neighborhoods,

573
00:35:04,840 --> 00:35:07,000
right?
And, and it's created some of

574
00:35:07,000 --> 00:35:10,080
these high paying jobs, but the
people who are living in the

575
00:35:10,080 --> 00:35:12,680
surrounding area aren't being
hired for those jobs.

576
00:35:12,920 --> 00:35:15,000
Now that's a whole nother
conversation that I won't get

577
00:35:15,280 --> 00:35:17,760
too deep into.
But you've created, you've

578
00:35:17,760 --> 00:35:22,120
caused the median income to go
up and you're hiring people, but

579
00:35:22,200 --> 00:35:24,040
a lot of those people are not
from those neighborhoods.

580
00:35:24,040 --> 00:35:26,800
You move them in and then the
people in those neighborhoods

581
00:35:26,800 --> 00:35:29,760
get moved out, which is
gentrification, right?

582
00:35:30,040 --> 00:35:32,560
And then you have this increase
in poverty and you have this

583
00:35:32,560 --> 00:35:35,040
increase in being a house slash
homelessness.

584
00:35:35,320 --> 00:35:37,760
They depending on which language
you decide to use because

585
00:35:37,760 --> 00:35:40,480
families can't afford to live in
that area.

586
00:35:40,480 --> 00:35:43,280
For example, if you look at
Oakland, median income is

587
00:35:43,280 --> 00:35:46,840
$90,000 for a family of 4,
Right?

588
00:35:47,680 --> 00:35:51,560
But but the poverty level is
what, at almost thirty, $40,000

589
00:35:51,560 --> 00:35:55,520
per year on average?
The average house in this area

590
00:35:55,560 --> 00:36:00,200
is now $900,000.
Between Alameda and Oakland, 500

591
00:36:00,200 --> 00:36:03,360
to $900,000.
Families can't afford that.

592
00:36:03,360 --> 00:36:05,920
So now they got to go someplace
else and live where it's

593
00:36:05,920 --> 00:36:07,720
cheaper.
And then we live where it's

594
00:36:07,720 --> 00:36:09,360
cheaper.
Depending on property tax.

595
00:36:09,360 --> 00:36:12,640
Like Ed just said, the
allocation per student is

596
00:36:12,640 --> 00:36:17,040
smaller, which means educational
resources may be less right and

597
00:36:17,040 --> 00:36:19,400
then access to quality jobs
might be less.

598
00:36:19,680 --> 00:36:22,680
But also, if we can't get these
companies to hire our people,

599
00:36:22,880 --> 00:36:26,320
and I have to say this from the
islands, look at cultures that

600
00:36:26,320 --> 00:36:28,480
do hire our people but then
mistreat them and they don't

601
00:36:28,480 --> 00:36:31,200
stay, All of those things are
problematic.

602
00:36:31,200 --> 00:36:35,760
It is an ecosystem of bias that
is impacting the poverty and

603
00:36:35,760 --> 00:36:41,320
living in our communities.
I, I think I use the word

604
00:36:41,320 --> 00:36:44,720
appreciate a lot, but I have to
say I really appreciate that

605
00:36:44,720 --> 00:36:49,640
example because it really sings
to issues that we're seeing

606
00:36:50,040 --> 00:36:53,680
nationwide, but not necessarily
looking at it and, and that

607
00:36:53,680 --> 00:36:55,760
perspective.
So you're right, when you have

608
00:36:55,760 --> 00:36:59,800
certain industries that move in,
they're going to attract folks,

609
00:37:00,080 --> 00:37:02,480
often those who are highly
educated or skilled.

610
00:37:03,880 --> 00:37:07,040
And then once you know, and,
and, and of course they want

611
00:37:07,040 --> 00:37:09,040
these people to stay and live in
the area.

612
00:37:09,960 --> 00:37:15,440
And so overtime, property values
increase and it does push out

613
00:37:16,120 --> 00:37:19,680
those who are undereducated,
particularly when you talk about

614
00:37:20,560 --> 00:37:26,120
a generation of communities that
are undereducated in order to be

615
00:37:26,120 --> 00:37:29,600
able to contribute at high
levels to those new industries.

616
00:37:29,800 --> 00:37:32,720
We're not talking about low
level coming in and being a

617
00:37:32,720 --> 00:37:38,120
maintainer or what we call the
housekeeper, so I can definitely

618
00:37:38,120 --> 00:37:40,600
see that happening.
So I appreciate that

619
00:37:40,600 --> 00:37:43,560
explanation.
And may I just have one more

620
00:37:43,560 --> 00:37:46,120
thing?
Oh yeah, the amount of empty

621
00:37:46,120 --> 00:37:48,840
businesses you see around
Oakland that used to be owned by

622
00:37:49,120 --> 00:37:52,000
mom pop families because
property taxes raised.

623
00:37:52,240 --> 00:37:55,800
So people who even had didn't
have formal education, but have

624
00:37:55,800 --> 00:37:58,720
skill sets and being able to
build quality businesses and

625
00:37:58,720 --> 00:38:01,720
products can't even afford to
serve their products in the

626
00:38:01,720 --> 00:38:04,960
community because they can't
afford the rent that it cost to

627
00:38:04,960 --> 00:38:08,560
have a, a space in Oakland, for
example.

628
00:38:08,560 --> 00:38:12,200
So it's it's the personal
living, but it's also businesses

629
00:38:12,440 --> 00:38:14,440
that are being impacted and
driven out.

630
00:38:15,240 --> 00:38:18,400
Yeah, I, I appreciate that.
So this really speaks to the

631
00:38:18,400 --> 00:38:22,480
increased value of the work that
you're, you're that you are

632
00:38:22,480 --> 00:38:27,800
heading up and spearheading and
developing at the the institute.

633
00:38:28,320 --> 00:38:31,640
So your findings also suggest
that graduation rates can

634
00:38:31,640 --> 00:38:36,680
improve while college and career
readiness remains low.

635
00:38:37,680 --> 00:38:42,160
So what are we missing when we
focus too heavily on graduation

636
00:38:42,160 --> 00:38:43,920
as a measure?
So not sure are we getting into

637
00:38:43,920 --> 00:38:48,000
measurement as a success?
What are your thoughts on that?

638
00:38:48,640 --> 00:38:52,440
And it does speak to dual crisis
and equity.

639
00:38:53,680 --> 00:38:55,920
Yeah.
Let me just comment on on that

640
00:38:55,920 --> 00:39:01,160
part of it.
And that is the reality is that,

641
00:39:01,600 --> 00:39:06,880
that and, and the statistics are
that there are over 2 million

642
00:39:07,960 --> 00:39:11,400
socially economically
disadvantaged students in

643
00:39:11,400 --> 00:39:16,000
California schools today.
And, and, and those, those

644
00:39:16,000 --> 00:39:19,480
students are, are being served
by schools that are under

645
00:39:19,480 --> 00:39:23,080
resourced, that don't have
enough money to provide all of

646
00:39:23,080 --> 00:39:26,560
the programs that that support
and support that that these

647
00:39:26,560 --> 00:39:30,280
students need.
So as a result of that fact, the

648
00:39:30,280 --> 00:39:35,880
schools basically focus on what
they know how to do and that is

649
00:39:37,800 --> 00:39:42,120
complete graduation requirements
and so have them fulfill all the

650
00:39:42,120 --> 00:39:45,320
courses needed for graduation.
When those students come to

651
00:39:45,320 --> 00:39:51,440
graduate, which is, which is
almost 2/3 of the students,

652
00:39:51,960 --> 00:39:56,080
they're only prepared for entry
level jobs.

653
00:39:56,080 --> 00:39:58,720
They are not prepared for
college or career because they

654
00:39:58,720 --> 00:40:01,960
haven't been permitted prepared
or been given the opportunity.

655
00:40:02,520 --> 00:40:09,000
And so when they graduate with
the only Ave. available to them

656
00:40:09,000 --> 00:40:11,560
is a minimum wage entry level
job.

657
00:40:11,880 --> 00:40:15,680
And then I get back into AI that
do that, that that those minimum

658
00:40:15,680 --> 00:40:18,280
wage jobs are going away.
They're not going to.

659
00:40:18,280 --> 00:40:20,000
They're not going to exist
anymore.

660
00:40:20,480 --> 00:40:23,040
So what it what are those, what
are we going to do with that

661
00:40:23,040 --> 00:40:25,840
with, with, with those, those
families and those students that

662
00:40:25,840 --> 00:40:29,360
are, that are impacted that way?
And so you know that that

663
00:40:29,360 --> 00:40:31,480
that's, that's that's where I
come from.

664
00:40:33,080 --> 00:40:35,240
Yeah, I was really going to say
everything.

665
00:40:35,320 --> 00:40:37,760
I agree with everything I had
said because that's what I would

666
00:40:37,760 --> 00:40:40,040
say.
And I want to make sure you said

667
00:40:40,280 --> 00:40:43,640
also that are going to college
and completing college but not

668
00:40:43,640 --> 00:40:45,760
completing high school.
Did you also ask that?

669
00:40:46,080 --> 00:40:52,120
So the idea of the focus is on
college and career readiness

670
00:40:52,120 --> 00:40:56,040
remains low even though we're
seeing graduation rates might be

671
00:40:56,040 --> 00:40:58,240
improving.
So Ed's, and I think that makes

672
00:40:58,240 --> 00:40:59,880
sense.
So Ed is saying that we're

673
00:40:59,880 --> 00:41:02,160
focusing on the goal is to get
folks completed.

674
00:41:03,280 --> 00:41:05,760
And and you didn't say this, Ed,
but I'm going to put words in

675
00:41:05,760 --> 00:41:10,320
your mouth that getting having
folks complete does not speak to

676
00:41:10,320 --> 00:41:14,360
the quality of preparation.
And So what you're saying,

677
00:41:15,080 --> 00:41:18,920
right, oftentimes what we're
seeing is folks are are prepared

678
00:41:18,920 --> 00:41:23,880
to graduate, but are only ready
for maybe entry level or low.

679
00:41:25,840 --> 00:41:29,840
And I don't want to say low
status because all work, honest

680
00:41:29,840 --> 00:41:32,840
work is good work.
And we need folks to do, we

681
00:41:32,840 --> 00:41:34,960
need, you know, we need services
at all levels.

682
00:41:35,280 --> 00:41:38,400
But in order to address the
challenges that Cheryl mentioned

683
00:41:38,640 --> 00:41:43,320
around the rising costs in a
particular region, even though

684
00:41:43,320 --> 00:41:46,080
you've now graduated, you
probably won't be able to stay

685
00:41:46,360 --> 00:41:49,000
in your own community.
You have to go somewhere else.

686
00:41:49,640 --> 00:41:53,120
You can't afford it.
Yeah, and, and, and again, you

687
00:41:53,120 --> 00:41:57,080
know, I, I keep going back to
the to the funding and, and the

688
00:41:57,080 --> 00:42:01,440
reality is that in these under
resourced schools, they do not

689
00:42:01,440 --> 00:42:07,720
have the capacity to provide the
college and career type of

690
00:42:07,720 --> 00:42:15,320
classes that these students need
career pathway classes more,

691
00:42:15,360 --> 00:42:21,160
more college prep classes.
Whereas on the the other side of

692
00:42:21,160 --> 00:42:26,480
the coin, there are schools that
the school is funded by property

693
00:42:26,480 --> 00:42:31,160
taxes, they're starting their
students in the 6th grade with

694
00:42:31,160 --> 00:42:34,840
college and career counseling
that doesn't exist in under

695
00:42:34,840 --> 00:42:38,240
resourced schools.
Their hands are full with just

696
00:42:38,240 --> 00:42:41,640
getting them to graduate.
Yeah.

697
00:42:41,680 --> 00:42:45,440
And I have nothing truly to add
to that and said everything I

698
00:42:45,440 --> 00:42:48,240
would have said about students
graduating and not being

699
00:42:48,240 --> 00:42:53,040
prepared and also about AI, all
of those things out snap and 2nd

700
00:42:53,040 --> 00:42:55,320
that.
AI, we're going to talk about

701
00:42:55,320 --> 00:42:57,000
that.
So your approach emphasizes

702
00:42:57,000 --> 00:43:02,400
early and sustained investment
starting at as early as K8 with

703
00:43:02,400 --> 00:43:06,560
mentoring and exposure to AI and
real world learning.

704
00:43:07,440 --> 00:43:10,760
Why is early intervention so
critical from your perspective

705
00:43:10,760 --> 00:43:15,880
in closing the opportunity gap?
Yeah, I'll start that.

706
00:43:15,880 --> 00:43:21,560
I think that it is so critical
because we like at an early age,

707
00:43:21,560 --> 00:43:24,600
you start to expose students to
capabilities of what they will

708
00:43:24,600 --> 00:43:27,480
need in order to be successful
in either higher education or

709
00:43:27,480 --> 00:43:32,080
career and or both, right?
And when you think about how we

710
00:43:32,080 --> 00:43:36,520
build those things, you, if you
look at data that we've created

711
00:43:36,600 --> 00:43:40,960
or that we've not created and
data that we found about K

712
00:43:40,960 --> 00:43:45,040
through 6th grade education, you
still see that there is a

713
00:43:45,040 --> 00:43:48,240
decline in math literacy and
reading literacy.

714
00:43:48,720 --> 00:43:51,480
And currently what our systems
are doing are not working.

715
00:43:51,840 --> 00:43:54,600
But we also see more schools are
being closed.

716
00:43:54,600 --> 00:44:00,480
Just 2-3 weeks ago, San Jose
closed 6 elementary schools, 5

717
00:44:00,480 --> 00:44:03,880
elementary schools, right?
Because of the lack of resources

718
00:44:03,880 --> 00:44:05,600
and even attendance in those
schools.

719
00:44:05,960 --> 00:44:08,720
And so I think that it's
important to expose students to

720
00:44:08,720 --> 00:44:12,400
what the future looks like, but
also keep in mind how fast it is

721
00:44:12,400 --> 00:44:15,320
evolving and teaching them to
evolve with it, right?

722
00:44:15,320 --> 00:44:18,080
Because like we said, those
early jobs, those jobs that you

723
00:44:18,080 --> 00:44:22,560
can get at 141516 years of age
are no longer going to exist.

724
00:44:22,880 --> 00:44:26,080
So it's like, how do we prepare
students to, to, for career

725
00:44:26,080 --> 00:44:29,040
mobility even at an early age?
Because what if you don't want

726
00:44:29,040 --> 00:44:32,280
to go to college, right?
But if you you want a good

727
00:44:32,280 --> 00:44:35,440
paying job outside of high
school, what does that look

728
00:44:35,440 --> 00:44:36,960
like?
Or even while you are in school

729
00:44:36,960 --> 00:44:38,680
trying to help your family
survive.

730
00:44:39,040 --> 00:44:42,520
And so the skill sets that
students need, if you compare us

731
00:44:42,520 --> 00:44:45,000
even to other countries, we
often get left behind because

732
00:44:45,000 --> 00:44:47,920
they learning those skills in
6th grade, they, they learn in

733
00:44:47,920 --> 00:44:50,520
those schools those skills in,
in early education.

734
00:44:50,760 --> 00:44:53,800
And we have to start teaching
students that in a way that is,

735
00:44:53,800 --> 00:44:57,320
and I have to say it, culturally
relevant and cultural pedagogy

736
00:44:57,560 --> 00:45:01,680
and andragogy, even to teaching
our children how to be a part of

737
00:45:01,680 --> 00:45:04,160
systems and not just be a part
of them, but also build them

738
00:45:04,640 --> 00:45:05,760
right.
Because we don't, we want them

739
00:45:05,760 --> 00:45:08,600
to be innovators and creators as
well as participators.

740
00:45:09,360 --> 00:45:12,520
And so sometimes we train and
industrialize our students to

741
00:45:12,760 --> 00:45:16,080
become part of a system and to
keep it functioning and we have

742
00:45:16,080 --> 00:45:18,800
to do more even intervention and
teaching them how to build their

743
00:45:18,800 --> 00:45:21,040
own.
And we, we just not there.

744
00:45:25,760 --> 00:45:27,400
I'm pausing because I don't know
if you want to.

745
00:45:27,400 --> 00:45:36,040
Add anything.
I'm just, I continue to.

746
00:45:36,040 --> 00:45:41,320
Be I continue to be call let's.
Call it hung up.

747
00:45:41,320 --> 00:45:49,400
On, on how, how funding impacts
our ability to address these

748
00:45:49,400 --> 00:45:51,840
problems.
And, and, and just to give you

749
00:45:51,840 --> 00:45:58,640
an, an, another example, in our
area, we have, as I indicated,

750
00:45:58,800 --> 00:46:02,760
the schools get about $17,000 a
year to educate the children.

751
00:46:03,840 --> 00:46:08,520
There's a private school part of
a national chain that I was

752
00:46:08,520 --> 00:46:14,440
involved with, the Crystal Ray
Jesuit Academy that's in, that's

753
00:46:14,440 --> 00:46:18,280
also lives in our area and
recruits exactly the same

754
00:46:18,280 --> 00:46:24,160
students and they spend about
$25,000 per student, 100% of

755
00:46:24,160 --> 00:46:28,520
their students graduate ready
for college or career, 100%.

756
00:46:28,840 --> 00:46:32,720
So again, going back to your
money matters and and what we're

757
00:46:32,720 --> 00:46:39,720
talking about, we can solve this
problem by the redesigning the

758
00:46:39,720 --> 00:46:45,360
system, reallocating resources
or getting more resources so.

759
00:46:45,360 --> 00:46:49,440
Again, I'm hearing systems.
And resources matter, yeah.

760
00:46:50,320 --> 00:46:53,280
And and.
And I would say I want people to

761
00:46:53,280 --> 00:46:55,760
understand that when I talk
about systems, I also we're

762
00:46:55,760 --> 00:46:59,280
speaking about people as systems
and the roles that you play in

763
00:46:59,280 --> 00:47:02,280
building them because the
educators, the administrators,

764
00:47:02,280 --> 00:47:04,240
those people, we need those
people, right?

765
00:47:04,440 --> 00:47:07,200
And a lot of them, I think know
how to do it and know what to

766
00:47:07,200 --> 00:47:10,800
do, but are at capacity when it
comes to resources.

767
00:47:10,800 --> 00:47:14,240
And that includes people as
resources and support systems.

768
00:47:14,240 --> 00:47:17,320
When you look at ratios of
students to, for example,

769
00:47:17,320 --> 00:47:21,640
support staff and teachers in K
through 12, but education.

770
00:47:21,640 --> 00:47:24,440
So I just want to add that layer
that when we talk about systems

771
00:47:24,440 --> 00:47:28,040
y'all, we also are including the
people that make the systems

772
00:47:28,040 --> 00:47:31,840
function.
I'd concur with down that one.

773
00:47:34,240 --> 00:47:35,840
Thank you for listening to the
add up.

774
00:47:35,840 --> 00:47:39,560
Accelerated Excellence podcast
and we would like to share an

775
00:47:39,560 --> 00:47:43,560
opportunity for educators to
contribute to our XE listening

776
00:47:43,560 --> 00:47:46,160
tour this week.
Take time to listen to a

777
00:47:46,160 --> 00:47:49,600
community member regarding their
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778
00:47:49,600 --> 00:47:52,920
equity experience because we
believe that by listening, we

779
00:47:52,920 --> 00:47:56,440
unlock the engine for powerful
educational transformation.

780
00:47:56,640 --> 00:48:00,800
Share your insights via
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781
00:48:00,800 --> 00:48:03,960
your comments may be shared on
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782
00:48:03,960 --> 00:48:08,680
X belisteningtour@edupxe.com
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That's NAESP conference.org.
I'm going to shift just a.

799
00:49:28,440 --> 00:49:33,440
Bit so you're integrating AI
into the learning into learning

800
00:49:33,760 --> 00:49:37,720
and workforce preparation.
And so this is sort of the

801
00:49:37,720 --> 00:49:40,560
tenants of San Francisco Bay
University as well.

802
00:49:41,440 --> 00:49:45,640
What does that look like for
folks who have not had a chance

803
00:49:45,640 --> 00:49:50,160
to interact with the institute
that integration of AI in both

804
00:49:50,280 --> 00:49:55,200
into both learning and workforce
preparation, first of all.

805
00:49:55,200 --> 00:49:58,880
Let me show you the.
I was going to say this anyway,

806
00:49:58,880 --> 00:50:05,120
but if we don't do that, if we
don't integrate AI into

807
00:50:05,840 --> 00:50:10,560
learning, we're going to have a
crisis of unknown proportions

808
00:50:11,440 --> 00:50:15,600
because of the just the pure
number of, of, of families and

809
00:50:15,600 --> 00:50:22,040
students that are as, as Cheryl
indicated a minute ago, are not

810
00:50:22,720 --> 00:50:27,760
at grade levels in reading or
math in the 3rd grade and

811
00:50:27,760 --> 00:50:32,800
certainly not in math by by the
12th grade.

812
00:50:33,440 --> 00:50:37,800
And, and, and these students are
going to be looking around to,

813
00:50:37,800 --> 00:50:42,240
you know, how they can, how they
can sustain themselves upon

814
00:50:42,240 --> 00:50:50,080
graduation, AI and, and, and
becoming fluent in AIAI literacy

815
00:50:50,080 --> 00:50:53,480
and fluency.
It's got to be incorporated into

816
00:50:53,560 --> 00:50:57,280
everything that we teach every,
every part of the instructional

817
00:50:57,280 --> 00:50:59,720
system.
And I think that, you know, here

818
00:50:59,880 --> 00:51:03,680
at the institute, we're going to
advocate very, very strongly

819
00:51:03,680 --> 00:51:06,280
for, for this.
It's a social justice issue as

820
00:51:06,280 --> 00:51:11,000
far as I'm concerned, Darren.
And and for me, I'll focus on.

821
00:51:11,000 --> 00:51:14,040
Solutions and how we do it.
And I think that one of the

822
00:51:14,040 --> 00:51:16,840
things that we want to do is we
don't necessarily have to be the

823
00:51:16,840 --> 00:51:19,400
builders of it.
The institute is in a place

824
00:51:19,400 --> 00:51:21,640
where we say we want to know
who's building it and who's

825
00:51:21,640 --> 00:51:24,040
doing it well.
And then how do we get your tool

826
00:51:24,040 --> 00:51:26,440
into the classroom?
And then how do we measure it

827
00:51:26,440 --> 00:51:29,000
and scale it to get it into
other classrooms?

828
00:51:29,000 --> 00:51:32,720
So our goal is to link with
innovators, but also build

829
00:51:33,040 --> 00:51:35,960
spaces and education where
students can become the

830
00:51:35,960 --> 00:51:39,040
innovators in that space.
So there's 2 dimensions to that

831
00:51:39,040 --> 00:51:41,560
for us.
Community, collaboration and

832
00:51:41,560 --> 00:51:43,520
then implementation in
education.

833
00:51:44,200 --> 00:51:46,560
And I think that's where we
stand and trying to figure out

834
00:51:46,560 --> 00:51:50,200
artificial intelligence and
making sure also have we have a

835
00:51:50,200 --> 00:51:53,160
system to regulate and measure
the artificial intelligence

836
00:51:53,160 --> 00:51:56,040
because we often sometimes
recognize that the people that

837
00:51:56,040 --> 00:51:58,480
build it don't always consider
the populations that need it.

838
00:51:59,240 --> 00:52:02,200
And, you know, I sat in on a
webinar the other day and saw

839
00:52:02,200 --> 00:52:05,640
some AI and I heard educators
saying our students won't relate

840
00:52:05,720 --> 00:52:09,320
to these avatars, right.
And how do you make them more

841
00:52:09,320 --> 00:52:12,400
culturally relatable so that our
students will pay attention?

842
00:52:12,640 --> 00:52:16,240
And so so it made me think as
part of our mission in the

843
00:52:16,240 --> 00:52:19,560
institute, how do we make sure
that these systems are set up to

844
00:52:19,800 --> 00:52:23,320
serve our students adequately as
opposed to coming in and filling

845
00:52:23,320 --> 00:52:25,320
the gap and then creating
another gap.

846
00:52:25,720 --> 00:52:27,960
And I think that that that lens
really matters when we think

847
00:52:27,960 --> 00:52:30,600
about equity in education.
Yeah.

848
00:52:30,600 --> 00:52:34,360
And that also speaks I.
Think that, I'm sorry, issue of

849
00:52:34,360 --> 00:52:39,880
diversity in terms of how do you
connect with folks, folks And

850
00:52:39,880 --> 00:52:42,760
I'm, I'm thinking of, we talked
about learners, but I'm thinking

851
00:52:42,760 --> 00:52:46,760
about young people when you,
it's not a given that they're

852
00:52:46,760 --> 00:52:50,080
going to want to pay attention
to whatever you have to say.

853
00:52:50,440 --> 00:52:55,600
So you have to figure out a way
to make it attractive for them.

854
00:52:55,920 --> 00:52:58,800
And part of that is being able
to connect, meeting them on

855
00:52:58,800 --> 00:53:01,160
their own term.
So I think that's why

856
00:53:01,160 --> 00:53:04,160
particularly in the education
space, diversity is so

857
00:53:04,160 --> 00:53:06,320
important.
Agreed.

858
00:53:06,320 --> 00:53:07,760
And I was going to add.
That.

859
00:53:07,760 --> 00:53:14,840
That a critical part of this is
apparent engagement.

860
00:53:15,600 --> 00:53:19,160
The the the parents need to be
engaged.

861
00:53:19,160 --> 00:53:24,600
Parents need to be as as
conversant with, with AI as, as

862
00:53:24,600 --> 00:53:27,440
their, as their, as their
children are going to be,

863
00:53:27,800 --> 00:53:32,200
because that's going to be the
common denominator as far as

864
00:53:32,200 --> 00:53:36,120
communication.
And so I think that that we

865
00:53:36,120 --> 00:53:39,600
can't lose focus of, of the role
that parents are going to play,

866
00:53:40,040 --> 00:53:42,920
You know, at the, at the
university, they're, they're,

867
00:53:42,920 --> 00:53:50,760
they're now promoting HI even
more than then or as, as a, as a

868
00:53:50,760 --> 00:53:55,240
partner of AIHI human
intelligence and that that we

869
00:53:55,240 --> 00:53:58,680
cannot lose a human factor.
And that's particularly true

870
00:53:59,040 --> 00:54:05,840
with with with our communities
of color, so.

871
00:54:06,160 --> 00:54:08,880
I actually had a question.
And I think you both have

872
00:54:08,920 --> 00:54:12,360
already began to address it.
So I'm liking this energy.

873
00:54:12,600 --> 00:54:15,200
I'm going to ask it anyway.
But the question is, and we're

874
00:54:15,200 --> 00:54:21,480
talking about AI in this in this
regard, what risks concern you

875
00:54:22,320 --> 00:54:28,480
with a is especially when it
comes to bias access and who

876
00:54:28,480 --> 00:54:30,800
benefits from these
technologies.

877
00:54:31,960 --> 00:54:33,480
Yeah, I'll.
I'll start.

878
00:54:33,520 --> 00:54:36,320
One of my first risk is
environmental because we see

879
00:54:36,320 --> 00:54:40,560
that there's a huge issue with
water and a data centers when it

880
00:54:40,560 --> 00:54:41,880
comes to artificial
intelligence.

881
00:54:41,880 --> 00:54:44,720
So that is a challenge for me
because I think that will impact

882
00:54:44,720 --> 00:54:47,440
communities, especially
impoverished communities the

883
00:54:47,440 --> 00:54:49,880
most because that's where they
place them.

884
00:54:50,320 --> 00:54:54,000
And then the second is it I kind
of did already start to talk

885
00:54:54,000 --> 00:54:58,400
about when people, when it's
human based, it's human bias,

886
00:54:59,040 --> 00:55:01,120
right?
And so depending on who is

887
00:55:01,120 --> 00:55:04,840
building technology, that is who
it will favor.

888
00:55:05,040 --> 00:55:07,560
And I've already had these
challenges in working with

889
00:55:07,560 --> 00:55:11,440
ChatGPT and, and asking ChatGPT
certain questions where I get a

890
00:55:11,440 --> 00:55:14,000
racially induced answer.
And I have to ask it, well,

891
00:55:14,000 --> 00:55:15,240
where did you get that answer
from?

892
00:55:15,240 --> 00:55:18,160
And it says, well, I was built
on European white Western

893
00:55:18,160 --> 00:55:20,760
ideologies, right?
Like I have to call that out.

894
00:55:21,200 --> 00:55:24,120
And so when you think about if
humans are behind the scenes

895
00:55:24,120 --> 00:55:26,480
building it, humans are
inserting their bias in it.

896
00:55:26,480 --> 00:55:29,920
It's the same problem we've seen
with every evolution of

897
00:55:29,920 --> 00:55:32,640
technology.
When hand sanitizers were first

898
00:55:32,640 --> 00:55:35,920
created, they didn't work on
darker palms, right?

899
00:55:35,920 --> 00:55:38,400
When seatbelts were first
created, they were killing women

900
00:55:38,400 --> 00:55:41,560
and children because they only
tested them on men and then

901
00:55:41,600 --> 00:55:46,240
black and women and weren't
building them right.

902
00:55:46,240 --> 00:55:49,320
And so that's why I'll say
because I go on a tangent about

903
00:55:49,320 --> 00:55:51,720
this.
When technology is being built,

904
00:55:52,160 --> 00:55:55,800
the builders have to come from
diverse populations because you

905
00:55:55,800 --> 00:55:58,400
need diverse thought and people
think you can say diversity of

906
00:55:58,400 --> 00:56:00,800
thought without thinking about
diversity of identity.

907
00:56:00,800 --> 00:56:04,640
And it does not work that way.
I mean, so, so that is those are

908
00:56:04,640 --> 00:56:08,280
my challenges because if we are
are left behind in the building

909
00:56:08,280 --> 00:56:12,680
of it, we will be left behind in
the outcome of it, yeah.

910
00:56:12,680 --> 00:56:17,320
And I would add to that.
That one of the things that that

911
00:56:17,640 --> 00:56:22,920
has to happen is to make the
delivery of AI culturally

912
00:56:22,920 --> 00:56:29,800
relevant and, and, and, and, and
it without that our children are

913
00:56:29,800 --> 00:56:34,480
going to be left behind.
And, and the complexities, you

914
00:56:34,480 --> 00:56:38,160
know, there's a, there's a lot
of being discussed today about

915
00:56:38,160 --> 00:56:43,800
hallucinations, about the
ethical use of AI and, and, and

916
00:56:43,800 --> 00:56:46,120
the like.
And, and, and I think as this

917
00:56:46,120 --> 00:56:49,920
evolves in, in my opinion, we're
going to, we're going to become

918
00:56:49,920 --> 00:56:55,400
more and more skeptical of what
AI is communicating to us.

919
00:56:55,840 --> 00:57:03,280
Because in, other than in math,
what, what these large language

920
00:57:03,280 --> 00:57:05,960
models are doing is they're
scraping every bit of

921
00:57:05,960 --> 00:57:09,280
information they can from every
single sector you can think of.

922
00:57:09,680 --> 00:57:12,360
And then they're coming up with
their version of the answer.

923
00:57:12,920 --> 00:57:16,800
And, and, and, and for our
communities, we have to solve

924
00:57:16,800 --> 00:57:18,560
that.
We have to address that problem.

925
00:57:18,720 --> 00:57:21,680
And that's going to be a big,
big deal in, in, in the system

926
00:57:21,680 --> 00:57:25,760
today, Cheryl.
Yeah, I said my piece and.

927
00:57:26,080 --> 00:57:29,560
I completely agree with
everything that you said and

928
00:57:29,560 --> 00:57:31,280
we're.
Speaking with Ed Alvarez.

929
00:57:31,360 --> 00:57:36,440
And Doctor Cheryl Ingram, who
are the Executive Director and

930
00:57:36,440 --> 00:57:40,520
Deputy Directors of the Silicon
Valley Equity and Education

931
00:57:40,520 --> 00:57:45,000
Institute.
For leaders who are listening to

932
00:57:45,000 --> 00:57:48,320
this podcast, whether they are
in P12 schools or higher

933
00:57:48,320 --> 00:57:51,800
education or in politics, as you
mentioned, these different

934
00:57:51,800 --> 00:57:57,000
stakeholders, what is the one
concrete thing that you are

935
00:57:57,000 --> 00:58:00,160
learning for your work at the
institute that they can do

936
00:58:00,160 --> 00:58:03,880
differently tomorrow to begin
addressing educational

937
00:58:03,880 --> 00:58:08,200
inequities?
What is the one conch?

938
00:58:08,200 --> 00:58:10,400
What is 1?
Concrete thing that they can do.

939
00:58:12,960 --> 00:58:17,080
That's a great, that's, that's a
great question, but a very good

940
00:58:17,080 --> 00:58:23,560
question.
And I think that the what we

941
00:58:24,240 --> 00:58:30,040
would like it to be, what we
would like it to be is, is an an

942
00:58:30,040 --> 00:58:37,200
understanding that this system
has to be redesigned and, and,

943
00:58:37,240 --> 00:58:40,640
and we have to change or we're
going to suffer the

944
00:58:40,640 --> 00:58:43,720
consequences.
Yeah.

945
00:58:43,720 --> 00:58:47,360
And that's what I I would say
that to who whatever stakeholder

946
00:58:47,520 --> 00:58:51,200
I was speaking to, yeah, I would
echo that.

947
00:58:51,240 --> 00:58:55,520
An added layer of even
dismantled systems, right?

948
00:58:55,520 --> 00:58:58,160
Because we, I think in education
sometimes we see a lot of

949
00:58:58,160 --> 00:59:01,760
traditionalism in the sense that
we've always done it this way

950
00:59:02,200 --> 00:59:04,920
and it's not working.
It's never worked.

951
00:59:05,200 --> 00:59:09,040
Whether it's No Child Left
Behind, Race to the Top, you

952
00:59:09,040 --> 00:59:11,040
think about all these
initiatives that we've put a ton

953
00:59:11,040 --> 00:59:15,360
of money behind, education, they
never work in the way that we.

954
00:59:15,360 --> 00:59:18,320
Hoped that they would and.
So at some point I want leaders

955
00:59:18,320 --> 00:59:21,240
to get into a space right now,
and at some point it is urgent

956
00:59:21,240 --> 00:59:24,920
now to think about how we
dismantle systems and redesign

957
00:59:24,920 --> 00:59:28,200
them to work in a way that they
never have before.

958
00:59:29,840 --> 00:59:33,360
I'm going to push you, OK?
So, and I agree with you, both

959
00:59:33,360 --> 00:59:37,520
of you, coming from someone who
thinks systems and I will say

960
00:59:37,920 --> 00:59:42,480
that that expression, we've
always done it this way as a

961
00:59:42,480 --> 00:59:46,200
full stop.
I mean a period hard stop, not

962
00:59:46,200 --> 00:59:50,120
ellipses.
Ellipses means, OK, we've always

963
00:59:50,120 --> 00:59:52,880
done it this way, but let let me
think about it.

964
00:59:52,880 --> 00:59:59,240
Let me no, not that it's just
full stop is the kiss of, I

965
00:59:59,240 --> 01:00:01,840
don't want to say death, but it
leads you to atrophy.

966
01:00:01,840 --> 01:00:05,040
You're becoming obsolete.
But at the same time you're

967
01:00:05,040 --> 01:00:08,760
saying dismantle the system.
A lot of people have been

968
01:00:08,760 --> 01:00:11,960
successful in this system.
A lot of people.

969
01:00:11,960 --> 01:00:14,240
Have made.
Money off of these systems.

970
01:00:14,720 --> 01:00:18,840
So when you say dismantle them,
how do we even start?

971
01:00:19,680 --> 01:00:21,880
Yeah, I think.
But one of the clear starts for

972
01:00:21,880 --> 01:00:26,240
me is getting rid of
standardized testing as a means

973
01:00:26,240 --> 01:00:28,320
for how to measure intelligence
and success.

974
01:00:29,000 --> 01:00:32,280
I think that if we're going to
start, simply start there so

975
01:00:32,280 --> 01:00:36,280
that you give educators the the
freedom again to redesign

976
01:00:36,480 --> 01:00:39,920
curriculum in a way that is
relevant to students in their

977
01:00:39,920 --> 01:00:42,520
classrooms.
That's where I would say start

978
01:00:42,520 --> 01:00:45,280
first.
If we going to start easy, and I

979
01:00:45,280 --> 01:00:47,400
don't mean to say that that's
easy, of course, because it's a

980
01:00:47,400 --> 01:00:50,720
billion dollar industry, but
start there.

981
01:00:51,840 --> 01:00:53,400
That goes your tail.
Systems.

982
01:00:54,040 --> 01:00:55,360
Let me show you that there
there.

983
01:00:55,360 --> 01:01:01,240
There's, there's already an
evolving example in, in this, in

984
01:01:01,240 --> 01:01:04,240
this, in this space.
And that is, if you take a look

985
01:01:04,240 --> 01:01:14,040
at what, what the tech firms are
doing today different than what

986
01:01:14,040 --> 01:01:19,880
they were doing 12 months ago in
hiring people, they're no longer

987
01:01:19,880 --> 01:01:24,840
concerned about what college you
graduated from, what GPA you got

988
01:01:25,920 --> 01:01:30,040
and how well you wrote your,
your, your resume.

989
01:01:30,640 --> 01:01:35,400
What they want to know is, and
they're doing this, they're now

990
01:01:35,720 --> 01:01:37,800
interviewing.
Their interview really now

991
01:01:37,800 --> 01:01:44,000
consists of what critical skills
have you learned and, and what

992
01:01:44,000 --> 01:01:46,600
project based learning do you
have?

993
01:01:47,120 --> 01:01:50,360
And we're going to give you a
project as part of the interview

994
01:01:50,360 --> 01:01:55,120
process to solve.
And if you pass all of those,

995
01:01:55,120 --> 01:01:57,400
you're going to get higher.
It's not going to make any

996
01:01:57,400 --> 01:02:00,040
difference.
You know what your GPA was in

997
01:02:00,040 --> 01:02:02,160
school.
We have to take that same

998
01:02:02,160 --> 01:02:07,480
mentality and take it back to
where where it begins.

999
01:02:07,480 --> 01:02:12,360
And that is K through 8, Yeah.
And I would.

1000
01:02:12,360 --> 01:02:14,320
I would even.
Push back a little bit Jacob,

1001
01:02:14,320 --> 01:02:17,120
can you say a lot of people have
been successful in this system

1002
01:02:17,120 --> 01:02:20,120
because that is true.
But if we did a ratio of the

1003
01:02:20,120 --> 01:02:22,560
number of people who have
succeeded versus those who it

1004
01:02:22,560 --> 01:02:26,720
has failed the the ratio is
going to lean towards the pop

1005
01:02:26,720 --> 01:02:29,440
people who it has not served
well.

1006
01:02:29,760 --> 01:02:31,400
And I agree with you will will
my.

1007
01:02:31,400 --> 01:02:34,640
Point to that was those who have
been successful in the system

1008
01:02:35,160 --> 01:02:38,160
are likely to have a challenge
to changing or dismantling the

1009
01:02:38,160 --> 01:02:40,520
system.
This is correct and I.

1010
01:02:40,520 --> 01:02:42,080
Don't think we'll ever not face
that.

1011
01:02:42,520 --> 01:02:45,640
Yeah, you know what I would like
to at this.

1012
01:02:45,640 --> 01:02:50,240
Point is to have you share with
the Adam Accelerated Excellence

1013
01:02:50,520 --> 01:02:54,120
community what's next for the
work of the center.

1014
01:02:54,120 --> 01:02:57,240
You have a strategic plan which
you are developing.

1015
01:02:57,680 --> 01:03:00,800
Well, not developing the the
plan is developed, but you're

1016
01:03:00,800 --> 01:03:05,720
developing your work in a
progressive way informed by the

1017
01:03:05,720 --> 01:03:08,320
strategic plan.
But what's next for the

1018
01:03:08,320 --> 01:03:11,720
institute?
And Charlotte, I know you have

1019
01:03:13,160 --> 01:03:17,000
your own organization as well.
What's next for that?

1020
01:03:17,000 --> 01:03:21,280
How And what I'm getting at is
how can folks connect to this

1021
01:03:21,280 --> 01:03:24,520
work that is so valuable that
both of you are doing?

1022
01:03:24,720 --> 01:03:28,240
So what's next from either the
institute or some of your

1023
01:03:28,240 --> 01:03:32,240
individual endeavors?
And then how might the add up

1024
01:03:32,240 --> 01:03:34,760
accelerated excellence community
connect with those?

1025
01:03:35,400 --> 01:03:36,640
Yeah.
So I'll start.

1026
01:03:37,200 --> 01:03:40,480
We have three specific
initiatives that we are focused

1027
01:03:40,480 --> 01:03:42,840
on launching and designing for
the institute.

1028
01:03:42,840 --> 01:03:46,760
The first one is AI and research
and education, and what does it

1029
01:03:46,760 --> 01:03:49,640
look like to create solutions
and assessments in that area.

1030
01:03:50,120 --> 01:03:53,560
The next is AI and community
collaboration and building

1031
01:03:53,560 --> 01:03:57,560
partnerships and around
artificial intelligence and

1032
01:03:57,560 --> 01:03:59,880
equity in our in our
communities.

1033
01:04:00,120 --> 01:04:03,640
And then the third one is AI and
workforce development.

1034
01:04:03,640 --> 01:04:06,160
And what does it look like to
create work opportunities for

1035
01:04:06,160 --> 01:04:09,320
students in high as early as
high school as well as in

1036
01:04:09,320 --> 01:04:12,040
college.
And so we will be moving forward

1037
01:04:12,240 --> 01:04:15,880
engaging in those three
initiatives simultaneously to,

1038
01:04:15,880 --> 01:04:20,320
to create solutions and bring
them to our educational system

1039
01:04:20,320 --> 01:04:23,840
in Silicon Valley.
And I, my company is called the

1040
01:04:23,880 --> 01:04:26,680
inclusologist.
And part of the work we do is

1041
01:04:26,680 --> 01:04:29,160
really in alignment with what we
do with the inclusologist, which

1042
01:04:29,160 --> 01:04:32,720
is analyzing data from an equity
lens and then building solutions

1043
01:04:32,720 --> 01:04:36,080
to support whether it's a
business or an educational

1044
01:04:36,080 --> 01:04:39,320
institution or a nonprofit.
And so it's just everything that

1045
01:04:39,320 --> 01:04:42,960
I do is rooted in this work.
And in particular, that is in

1046
01:04:43,360 --> 01:04:45,280
high alignment with what we do
with the Institute.

1047
01:04:47,600 --> 01:04:52,360
So let me say that.
Before we conclude, I really

1048
01:04:52,360 --> 01:04:58,400
want to thank you Jacob and add
up accelerated excellence for

1049
01:04:58,400 --> 01:05:01,080
this opportunity.
And this is really the first

1050
01:05:01,080 --> 01:05:05,800
time that that we've gotten to
speak to some of the great

1051
01:05:05,800 --> 01:05:08,880
questions that you've asked.
And I think they're going to

1052
01:05:08,880 --> 01:05:13,800
help us as as we continue to
develop our program and and

1053
01:05:13,800 --> 01:05:17,440
every time that that Cheryl and
I speak on on separate

1054
01:05:17,440 --> 01:05:20,840
platforms, we learn more from
each other in that respect.

1055
01:05:20,840 --> 01:05:28,040
So, so thank you for that.
But but the next step for us and

1056
01:05:28,080 --> 01:05:32,240
and certainly we would invite
the end up accelerated

1057
01:05:32,240 --> 01:05:38,880
excellence and listeners is
we're going to form strong

1058
01:05:38,880 --> 01:05:41,520
advisory boards.
We need, we need the best

1059
01:05:41,520 --> 01:05:45,760
counsel we can get and, and we
need a lot of thought partners.

1060
01:05:46,240 --> 01:05:49,920
And so the advisory boards are
going to be the way in which we

1061
01:05:50,000 --> 01:05:52,440
do that.
So if you have any listeners

1062
01:05:52,440 --> 01:05:56,920
that that are interested in this
subject, happy to share our,

1063
01:05:56,920 --> 01:06:02,200
our, our contact information so
that so that we can engage them

1064
01:06:02,200 --> 01:06:05,240
in this discussion as well.
So thank you, Jacob.

1065
01:06:05,680 --> 01:06:07,200
Thank you.
Thank the both of you.

1066
01:06:07,200 --> 01:06:10,160
Actually, and we're going to put
your contact information in the

1067
01:06:10,160 --> 01:06:12,480
show notes.
So there you have it folks.

1068
01:06:12,480 --> 01:06:16,720
If you are interested in the
work of the Silicon Valley

1069
01:06:16,720 --> 01:06:21,280
Equity and Education Institute
and you don't have to live in

1070
01:06:21,280 --> 01:06:28,280
silicon in the Silicon Valley,
clearly, then do reach out to Ed

1071
01:06:28,280 --> 01:06:33,280
or Doctor Ingram.
And with that, I want to say to

1072
01:06:33,280 --> 01:06:37,080
the both of you, thank you for
this opportunity to learn with

1073
01:06:37,320 --> 01:06:41,760
and from you because I've also
learned something as we seek to

1074
01:06:41,760 --> 01:06:44,800
advance educational excellence
and equity here to add up

1075
01:06:44,800 --> 01:06:46,920
accelerated excellence.
Thank you both.

1076
01:06:48,280 --> 01:06:48,920
Thank you.
Thank.

1077
01:06:49,280 --> 01:06:53,880
You thank you for engaging with
Ed.

1078
01:06:53,880 --> 01:06:57,640
UP Accelerated Excellence, a
member of the Ed UP Experience

1079
01:06:57,640 --> 01:07:01,040
network of educational podcasts,
and we encourage you to

1080
01:07:01,040 --> 01:07:04,400
participate in our XE Listening
tour by listening to the

1081
01:07:04,400 --> 01:07:07,560
educational stories of others
and sharing your thoughts with

1082
01:07:07,560 --> 01:07:12,480
us at EDUP. xe.com school
leaders join us at the National

1083
01:07:12,480 --> 01:07:15,560
Association of Elementary School
Principals conference in

1084
01:07:15,560 --> 01:07:18,960
Orlando, FL July 13th through
15th.

1085
01:07:19,160 --> 01:07:23,120
Learn more and register at NAESP
Conference dot org.

1086
01:07:23,240 --> 01:07:26,040
You can find this and other
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1087
01:07:26,120 --> 01:07:30,120
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1088
01:07:30,120 --> 01:07:32,120
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1089
01:07:32,120 --> 01:07:35,480
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1090
01:07:35,480 --> 01:07:38,200
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1091
01:07:38,200 --> 01:07:42,400
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1092
01:07:43,040 --> 01:07:44,440
A special thanks to our
research.

1093
01:07:44,440 --> 01:07:48,640
Assistant Emma Worthington, APHD
student of Fordham University

1094
01:07:48,640 --> 01:07:51,520
School Psychology program, and
we want to hear from you.

1095
01:07:51,840 --> 01:07:55,160
If you have feedback on this or
other episodes or would like to

1096
01:07:55,160 --> 01:08:00,040
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1097
01:08:00,040 --> 01:08:02,160
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1098
01:08:02,320 --> 01:08:04,360
That's at UP xe.com.