By LESLY CARDEC, Interim HealthCare Inc.
SUNRISE, Florida – Interim HealthCare Inc., a leading national franchisor of home care, hospice, and healthcare staffing, donated $25,000 to Step Up For Students which helps run the Florida Tax Credit Scholarship Program. This program aims to provide lower-income children in Florida with more learning opportunities through scholarships solely based on financial need.
Interim HealthCare Inc.’s donation will help K-12 students attend a private school, based on their specific academic needs.
“As active members of the South Florida community, we want to help ensure that all students statewide have equal access to educational opportunities,” said Larry Kraska, Interim HealthCare Inc. CEO and President. “We are proud to support Step Up’s mission and support our future leaders.”
Step Up For Students empowers families to pursue and engage in the most appropriate learning options for their children. The tax-credit scholarship supports economically disadvantaged families in Florida who lack the financial resources to access education options. Families may choose between financial assistance for private school tuition and fees or transportation costs to attend a public school in another district.
“We are excited about the opportunity to give back to our local community through our donation to Step Up,” said David Waltzer, Interim HealthCare Inc. CFO. “Step Up provides immeasurable benefits to school-aged children in Florida by promoting equal access and educational options, and we’re glad we can help further its cause.”
A study last year by the Urban Institute found that student recipients of the scholarship program who use the scholarship for four or more years are up to 43 percent more likely to attend college and up to 29 percent more likely to earn an associate degree than their peers in public school. During the 2017-18 school year, more than 105,000 students used the scholarship.
By JEFF BARLIS
The day after Maria Corrales’ tear-soaked graduation ceremony from St. Brendan High School, her mother, Carmen Urquijo, still searched for perspective.
“I have no words,” said Urquijo of her oldest daughter’s path from Cuba to Miami, a four-year journey that saw a girl who didn’t speak any English transform into a college-bound honors student.
A moment later the words spilled forth.
“Proud, grateful, full of joy that she was able to achieve so much,” Carmen said in Spanish. As Maria translated, a slight blush came over her golden skin.
Maria’s journey is a testament to perseverance and opportunity. St. Brendan became a second home, a refuge and a springboard to the American dream. But Maria’s family wouldn’t have been able to afford tuition had it not been for the Step Up For Students scholarship that helps lower-income families.
The journey began in the hilly town of Santa Clara, Cuba. Maria was one of the top students in her middle school, but knew from her parents that studies were no guarantee of success in Cuba. Her mom was a doctor, but the profession paid very little. Her father, Fabio Corrales, studied to be an electrician but ended up a businessman who worked with artisans.
The family was comfortable, but a future in Florida looked far brighter.
Maria, then 15, said it was difficult leaving friends, relatives, the family home and her boyfriend. But once she and her sister, Mariangel, then 11, got settled into school, they realized English and assimilating were ever harder. There were a lot of tears.
“I thought I was coming to Disney,” Maria said. “But it was tough.”
While Mariangel went to the neighborhood middle school, the family’s Catholic faith led Maria to St. Brendan (Mariangel now attends St. Brendan and is happy and thriving). Even with the Florida Tax Credit Scholarship through Step Up, and financial aid from the school, money was tight. Carmen and Fabio had to make do with low-paying jobs and couldn’t afford a car.
The city bus Maria took every morning was cold and depressing. No one talked. Everyone looked tired. She was typically among the first to arrive to a quiet, lonely campus.
“Mornings were very hard,” she said, “because I knew I had a whole day of not understanding anything. I had to pay attention because I had to get something out of the class. It felt like I wasn’t in the right place.”
Normally a chatterbox, Maria hardly spoke her freshman year. She was embarrassed. She doubted herself and the decision to move. The girl who got all A’s in Cuba received a D in English in the first quarter.
But she had an angel at St. Brendan.
Tayra Ichino ran the English lab after school three days a week. Maria attended every one, feeling relief as she entered the room. There, Ms. Ichino would translate, explain assignments, and absorb any doubts and fears with relentless encouragement.
Maria was such a positive, hard-working student, Ichino said, it felt good to help her. By third quarter of freshman year, she was making all A’s. By year’s end, she was accepted into the school’s STEM academy.
“That shows how much studying and reviewing she was doing, because it’s not just sitting with me,” Ichino said. “She had to go home and study twice as hard as any student who already had the language.”
That summer, Maria’s progress with English accelerated even more. She spent seven weeks as a camp counselor for 8-year-old girls where there was no getting around the language barrier. The girls bluntly asked her why she spoke so strangely. The ones who spoke Spanish helped her.
“It helped me come out of my shell,” Maria said. “After camp, I said, ‘OK, I can speak.’ ”
The embarrassment gone, Maria set about conquering St. Brendan. The student body seemed larger as she made more English-speaking friends. She took harder classes and thrived.
“She just completely turned it on,” said guidance counselor Carlos Nuñez.
Now a graduate, Maria’s accomplishments are staggering: English Honor Society (“which is amazing,” Nuñez said, “because she couldn’t even put a sentence together when she first started”), National Honor Society, Math Honor Society, Science Honor Society, Social Sciences Honor Society, Spanish Honor Society, varsity swimming, president of the STEM Academy, and unanimous winner of the Archbishop’s Catholic Leadership award.
“This girl is remarkable,” said St. Brendan principal Jose Rodelgo-Bueno. “We were worried when we gave her admission, but she has better grades than people who were born here.”
Maria was accepted into the honors program at Florida International University, where she will study civil engineering. She wants to own a firm someday and build bridges, buildings and expressways.
“The sky’s the limit and I can accomplish anything,” she said. “I learned that at St. Brendan.”
About Saint Brendan High School
Originally a seminary high school in 1959, St. Brendan went co-ed after an enrollment decline and re-opened with its present name in 1975. Today’s student body is about 70 percent female and 98 percent Hispanic. Part of the Archdiocese of Miami, the school sits on 33 acres that are shared with the seminary. There are 1,187 9-12th graders, including 284 on Step Up scholarships. The school has an academies program similar to college majors, in which freshmen apply to one of four academies – law/business, medical, engineering, and fine arts. More than half of the teachers hold advanced degrees. The school administers the SAT and ACT annually. Tuition is $10,250 a year with financial aid available to qualified families.
Jeff Barlis can be reached at email@example.com.
By GEOFF FOX
Ethan Alexander was decompressing in a multi-purpose room at Jacksonville School for Autism.
The lights were out in the room, as the blinking and hum of fluorescent lighting can be bothersome to some students. But the sun was shining through a large glass window, and Ethan, 9, was burning off energy by bouncing on a large blue exercise ball.
Clinical therapist Jasmine Stevens watched Ethan with a warm smile. After a few moments, she had him take deep breaths and whatever anxiety he previously felt seemed to evaporate.
Thanks to the Gardiner Scholarship for students with certain special needs, Ethan and his older brother Ashton, 11, have attended Jacksonville School for Autism (JSA) for two years. Step Up For Students helps manage the scholarship.
Before attending the school, Ethan struggled with reading and math, and didn’t socialize easily.
“His academics have improved greatly and he’s much more engaged with his peers,” Stevens said.
Jill Thomas, the school’s marketing and development director, entered the multi-purpose room as Ethan was counting backwards from five in the voice of his favorite character in “Monsters, Inc.” She asked how he was doing.
“Good!” Ethan said, adding that he hoped to soon see the movie “Black Panther.”
Noticing that Ethan’s earlier anxieties had subsided, Thomas fired a couple questions at him.
“Hey Ethan, what’s five plus five?” she asked.
“Ten!” he said quickly.
“What’s six plus six?”
After a moment, and a couple of bounces, he answered correctly: “Twelve!”
He was clearly pleased with himself.
As Ethan spoke with Thomas, his older brother Ashton was roaming on an elaborate outdoor playground. Keeping to himself, he walked, tightrope-style, along narrow planks that lined the area. The day was warm and a slight breeze blew through his short blond hair.
He was the picture of contentment.
Caitlin Alexander, Ethan and Ashton’s mother, said she worried greatly about her oldest son before they attended JSA. She and husband Van, a regional sales manager for a medical-device company, live in Jacksonville.
“Ashton had horrible behaviors that are now gone,” she said. “He would self-injure himself. His escape from a situation would be to smash his head against something hard. It could have been because of something someone said or something he heard, which made daily life a huge struggle.”
Ethan and Ashton previously attended a different school in the area. When their favorite teacher, Breiyona Baltierra, moved to JSA, she encouraged the Alexanders to visit.
“We fell in love with the school, too,” Caitlin Alexander said.
Tour JSA’s campus and it’s not hard to understand why. The school opened in 2005 and has been in the building formally occupied by an architectural firm since 2013. The school began with only two students, but there are now 60 – who range in age from 2 to 31 – and a waiting list. Ten of the school’s current students are on the Gardiner Scholarship program.
The school is housed in a spacious, two-story building with elaborate skylights in several classrooms.
Still, Thomas said, “There’s no more physical space. We get multiple calls a day from people wanting to get on the waiting list.”
On the first floor are several classrooms and a clinical wing where most students spend half of each day working one-on-one with a therapist.
Students who need individual therapy have their own cubicles where they can work without interruption.
Upstairs is a library that includes a Wii set-up, additional clinical spaces and more classrooms.
Inside a music room, piano teacher Twila Miller, known as “Mrs. Ty,” was teaching student Srinidhi “Sri” Aravind notes on a piano.
“Tap, tap, tap, tap,” Miller said, as Sri, a Step Up scholar, struck the correct keys in the proper rhythm.
“We’re learning how to hold the note,” Miller said. “The piano is a wonderful tool to learn to make your hands do what you want them to do.”
Sri kept playing, deliberately at first, but gaining confidence as she went.
“Isn’t that beautiful?” Miller said. “It sounds like the piano is talking to me.”
An occupational therapy classroom features resources and equipment that help students work on speech, writing and other fine motor skills, such as gripping objects properly.
Gym mats line the floor. There is also a large swing and a “ball pit,” where students can burn energy playing with plastic balls in a safe area.
“A lot of our students struggle with communication, so everything they learn academically is in a social setting,” Thomas said. “It may look like they’re playing games, but they’re learning how to interact and respond appropriately to one another.
“Some of them are constantly fighting their bodies to sit down and be calm.”
The school also has an adult vocational program in which participants help prepare lunches for students, as well as cleaning up and dishwashing.
“We want to teach them anything that can translate into a job,” Thomas said.
A dozen local businesses – including restaurants, grocery stores, thrift shops and a food pantry – routinely hire JSA students for part-time work. Spectrum Shredding even has a shredding machine at JSA, so some students can work without leaving the campus.
School officials hope to eventually open a separate center focused on residential and educational services for adults on the autism spectrum.
“We don’t want them to graduate high school or turn 22 and then have nothing to do,” Thomas said. Students are eligible to receive the Gardiner Scholarship until age 22.
The school needs 20 to 30 acres of land to build what is tentatively called the Autism Center for Residential and Educational Services. The trick is finding land close enough to the existing school – as well as raising money for the project, which would include housing, an auditorium, wings for elementary, middle and high school, a gymnasium and cafeteria.
“We want to offer Applied Behavior Analysis therapy and really expand our vocational programs and employment placement,” Thomas said. “There’s also a residential living component – supportive living. A lot of our students will not be able to live totally independently, but we want them to have all the resources they need to thrive and live in a supportive community.”
It is that attention to students’ overall well-being that attracted the Alexanders and the dozens of other families JSA has served.
Caitlin Alexander marveled at the progress her sons have made there in a relatively short time.
Ethan has been transformed from a student who didn’t like interacting with others into one of the school’s most outgoing students.
And Ashton’s behavioral issues have improved as dramatically as his interest in numbers has grown. He also has become proficient with Microsoft PowerPoint, which he uses to make slide shows, charts and graphs for various projects.
“He’s also really getting into coding,” his mother said. “You never know. He could be the next Steve Jobs.”
Geoff Fox can be reached at firstname.lastname@example.org.
By PAUL SOOST
Wright Flood, the largest provider of federal flood insurance policies in the U.S., recently announced a $1 million contribution to the Florida Tax Credit Scholarship Program. The donation will fund 153 K-12 scholarships for the 2017-18 school year, so lower-income children can attend the school that best meets their learning needs.
Since first partnering with Step Up For Students in 2008, Wright Flood has contributed $3,850,000, providing 670 scholarships.
“We are proud of the impact we’ve had on students in our home state of Florida through our contributions to the Step Up For Students Scholarship Program,” said Patty Templeton-Jones, president of Wright Flood. “It’s a privilege to have formed this partnership to help Florida youth reach for their dreams.”
Step Up For Students helps administer the Florida Tax Credit Scholarship Program, which allows recipients to choose between a scholarship that helps with private school tuition and fees, or one that assists with transportation costs to out-of-county public schools. The program is funded by corporations through dollar-for-dollar tax credited donations.
“Thanks to Wright Flood, more schoolchildren will have the opportunity to attend the school that fits the way they learn, regardless of where they live or their parents’ income,” said Doug Tuthill, president of Step Up For Students. “On behalf of Step Up and the families we serve, we thank Wright Flood for their generosity and their commitment to support our mission.”
For the 2017-18 school year, Step Up For Students is serving more than 101,000 students throughout Florida with tuition scholarships valued at up to $6,343 per student for K through fifth grade, $6,631 for sixth through eighth grade and $6,920 for ninth through 12th grade. More than 1,800 private schools participate in the scholarship program statewide.
Paul Soost can be reached at email@example.com.
By GEOFF FOX
For many people, March is a time to enjoy college basketball, reset clocks and bask in the coming of spring.
It is also Cerebral Palsy Awareness Month – a time to raise understanding about the group of neurological disorders that permanently affect body movement and muscle coordination. In the United States, about 764,000 people have at least one symptom of cerebral palsy.
Nina Gregory, who works in Step Up’s Office of Student Learning, recently spoke about her daughter Camille, who was diagnosed with cerebral palsy as a baby. Doctors told Nina her daughter would probably never walk or talk, but Camille eclipsed those expectations long ago.
They have a beautiful story of love and perseverance. Please watch Nina share her story.
Please listen to Nina read a book she wrote about her daughter. Flip the pages below.
By PAUL SOOST
Monin, Inc., producer of premium syrups, gourmet sauces, fruit purées and fruit smoothie mixes for coffees, iced teas, lemonades, cocktails and more, announced today a contribution of $70,000 to the Step Up For Students Scholarship Program, which serves lower-income children in Florida. The donation will fund 11 scholarships for the 2017-18 school year.
Bill Lombardo, CEO of Monin, announced the donation at a scholarship celebration event at Guardian Angels Catholic School in Clearwater, where 57 students use the tax-credit scholarship.
Following the scholarship donation announcement, the fifth-grade students at Guardian Angels participated in an activity making a school-themed lemonade and handcrafted soda with flavors provided by Monin.
This is the second consecutive year Monin has partnered with Step Up For Students, bringing the company’s total contribution to $130,000.
“Monin embraces the meaning of generosity and giving back to our community. Our partnership with Step Up For Students allows us to support and improve the lives of people in our Tampa Bay community through K-12 educational scholarships,” said Lombardo. “We are proud of our support of helping develop future leaders.”
Step Up helps administer the Florida Tax Credit Scholarship Program allowing recipients to choose between a scholarship to help with private school tuition and fees, or a transportation scholarship to attend an out-of-district public school.
“Providing access to educational options and finding the right learning environment for all students is vitally important today. We’re grateful that Monin joins us in our mission to provide these opportunities to families that otherwise would not be able to access them,” said Doug Tuthill, Step Up For Students president. “On behalf of Step Up and the families we serve, we thank Monin for your continued support.”
For the 2017-18 school year, Step Up For Students is serving about 100,000 students throughout Florida with tuition scholarships valued at up to $6,343 per student for kindergarten through fifth grade, $6,631 for sixth through eighth grade, and $6,920 for ninth through 12th grade. More than 1,700 private schools participate in the scholarship program statewide.
Reach Paul Soost at firstname.lastname@example.org.
By GEOFF FOX
Dawn Baker, principal of Temple Christian School in North Fort Myers, Florida, struggled to remain stoic as she gave a tour of her school, which was badly damaged when Hurricane Irma ripped through the area in September.
She had already shown us what was once the library, where there were no shelves or books, just an exposed concrete floor and lots of missing drywall.
The scene, three months after Category 2 winds plowed through the area, was similar in all six classrooms, some of which were used to store the facility’s damaged toilets, sinks and other plumbing items. In some rooms at the private, pre-K-3 through 12 school, smoke alarms hung by wires from ceilings.
At least some drywall in every room was removed with up to five feet of it gone in some areas.
A musty smell permeated the premises.
Because of damage, the school’s front office was moved to a hallway and the staff nursery was moved into a pastor’s office; the school is part of Temple Baptist Church.
Third through 12th graders were being taught at six large tables in the cafeteria.
Outside, two portable toilets used by older students stood near the front entrance, a fence was damaged and a scoreboard across the athletic field lay twisted and crumpled.
“We never dreamed there would be this much damage,” said Baker, who is in her second year as the school’s principal. “We figured we’d be back in business after a few days. We weren’t prepared for the ramifications. It’s been very stressful for everybody.”
Damages to the building were estimated at around $240,000; the school’s deductible is $35,000, and Dawn Baker said she doesn’t know how the school will raise that amount.
Unfortunately, she said, a former church official had removed contents from its insurance policy just before the hurricane hit.
School officials have been working with an insurance company, but it is still not clear how much money the school will have to raise or when the work might be completed.
Despite the number of lower-income families at the school, Baker said some of them have contributed money to the rebuilding efforts.
She paused as she relayed that information and her eyes welled with tears.
“It’s just a drop in the bucket compared to what we need,” she said. ““Right now, we just survive and keep going and keep the students’ needs met.”
The church was built in 1975 and repair work must adhere to stricter, costlier codes.
But the school’s most urgent needs relate to student seating. Thanks to Irma, the school lost all of its cubicle-like work stations where students could work individually and with less disruption.
Baker has found sources that can provide three-paneled desks for $300 each or computer carrels for $100 apiece, but money would remain an issue. Fifty desks at $300 is $15,000, while the carrels would cost $5,000.
Teacher Chet Baker, Dawn Baker’s husband, said he knew there would be big problems when they visited the school after the storm passed.
“The water was up in the back of the building, just gushing through the doors and going everywhere,” he said.
After Irma, school was out for two weeks.
As the Bakers worried about when the school will be renovated and how it will be paid for, teachers and students went about the business of learning.
In a first- and second-grade classroom, teacher Evelyn Kennedy was in the midst of a reading lesson. She pointed to the word knot.
“Do you hear the K? What do we hear instead?” Kennedy asked.
“The N,” several students said in unison.
She then went over the “onk” sound in the word honk, the “unk” in trunk and the Y sound in baby.
When Dawn Baker opened a door to the cafeteria, the din of dozens of third through 12th graders spilled into the hallway.
“This is the struggle, but what do you expect?” she said. “I’m surprised at how much progress I’m still seeing. It’s miraculous to me, because it gets pretty noisy. If I can’t concentrate in here sometimes, how can the kids?”
Amid the noise, high school teacher Jason Yeargin was teaching pre-geometry to eight-graders and Algebra I and II to high school students. Yeargin said his students have adapted well under the unforeseen circumstances.
“We do physical science in the hallway, but there are always a whole bunch of interruptions,” he said. “Students go outside for free time, and you can’t get outside without going through the hallway.”
Despite its challenges, the school is still participating in an annual Toys for Tots Christmas toy drive and working on a small Christmas production to be performed near the holiday. The program will include five carols, ending with “Silent Night.”
Baker was determined to forge on.
There wasn’t much choice.
“We’re trying to keep it simple,” she said, “but even now I’m feeling super overwhelmed.”
Geoff Fox can be reached at GFox@sufs.org.
Editor’s note: This story originally appeared on the redefinED blog on Sept. 27, 2017. The blog is hosted by Step Up For Students and is an education blog dedicated to recasting the way we perceive public education.
Meanwhile, scholarship students are 8 percent more likely to obtain associate degrees. That number rises to 29 percent for those who secured scholarships in earlier grades and used them at least four years.
Annual evaluations of standardized test results in the scholarship program have consistently found the average student who uses the program to attend a private school makes roughly one year’s academic progress in one year’s time.
They’ve also found students who use the scholarships tend to be more disadvantaged than other lower-income students who don’t use them.
Urban Institute authors Matthew M. Chingos and Daniel Kuehn describe scholarship students this way: “They have low family incomes, they are enrolled at low-performing public schools (as measured by test scores), and they have poorer initial test performance compared with their peers.”
Studies have looked at long-term outcomes for other programs that help disadvantaged students pay private school tuition.
But researchers haven’t looked as much at college enrollment among students who received scholarships from big, statewide programs. The Urban Institute report is unprecedented in its scale. It looks at more than 10,000 students across the nation’s third-largest state. It uses data from the Florida Department of Education, as well as Step Up For Students, the nonprofit that helps administer the scholarships.
Unpacking the findings
The study finds students who use tax credit scholarships are significantly more likely than peers with similar disadvantages to enroll in college within two years of finishing high school.
Students who continued using a scholarship for four years or more saw, by far, the largest college-enrollment boost. Those who only used a scholarship for one year saw essentially no benefit.
The researchers note one potential factor. Students who leave the scholarship program after a short time tend to struggle more academically. Those who remain on scholarships for several years tend to perform better, perhaps because they’ve found schools that work for them.
Most of the enrollment boost for scholarship alumni happened at Florida’s community colleges. The state’s 28 community colleges are intended to be accessible and affordable. Tuition and fees for full-time Florida College System students working toward associate degrees cost roughly half what students pay at the state’s four-year public universities. The researchers noted the two-year schools are “more financially accessible to the low-income students participating in FTC.”
The researchers didn’t look at private or out-of-state institutions, where data wasn’t as readily available. As a result, they cautioned that: “National data indicate that low-income students from private high schools are more likely to enroll in private and out-of-state colleges than low-income students from public high schools. Because of this, our results may understate the true impact of FTC participation on college enrollment and degree attainment.”
The enrollment boost was larger for a few notable groups. Scholarships students born outside the U.S. and those who spoke a language other than English at home saw some of the largest jumps in college enrollment.
Scholarship students weren’t just more likely to attend two-year colleges. They were also 8 percent more likely to earn associate degrees. But the researchers note there was some drop-off between the jump in college attendance and the jump in completion.
Also, scholarship students were not significantly more likely to earn four-year degrees. The researchers note their sample sizes were small for this group, so it was hard to make statistical comparisons. They also noted that only 4 percent of the disadvantaged public-school students they compared to scholarship recipients earn bachelor’s degrees.
What the findings mean
Low-income students from high-poverty schools face greater barriers getting to college than their middle-income peers. To earn a four-year degree, the barriers are larger still. They’re more likely to struggle with tuition payments, student loans and jobs that take time away from their studies.
These barriers deserve a closer look, the Urban Institute researchers write.
This study finds that the nation’s largest private school choice program helps students into college, but too many still fail to earn degrees. A fuller understanding of what this means for these students will require continuing to track their outcomes, including bachelor’s degree attainment rates and incomes. But this study shows that policymakers considering the design, expansion, or reform of private school choice programs should carefully consider not just their likely impact on short-term metrics such as test scores, but also how they might shape long-term outcomes, including college enrollment and graduation.
Other programs dedicated to expanding educational opportunity for lower-income students have seen similar results. In 2011, the Knowledge Is Power Program learned roughly 33 percent of students who completed middle school with the nation’s largest charter school network managed to graduate college.
Those results didn’t satisfy KIPP. So the charter organization created a new program to help its alumni not only reach college, but finish it.
Still, for school choice programs facing a flurry of headlines, the Urban Institute report suggests the anecdotes about school choice scholarship recipients awakening to the possibility of college aren’t mere anomalies.
Travis Pillow can be reached at Tpillow@sufs.org.