Aspire Public Schools is a K-12 school system focused on improving public education by preparing underserved students for college, training highly effective teachers and sharing innovative best practices.
The effects of recent delays in college financial aid could be felt by a vast array of students for years. We spoke with students across the country about their experiences. Here are their stories.
Instead of attending college this fall, a Massachusetts teen plans to join the Marines.
A first-generation student from Illinois hopes her restaurant job will cover college costs.
A Floridian in her 30s says she might go back to exotic dancing to afford tuition.
May 1 has long been the deadline for many students to decide where to attend college. But for applicants across the country, 2024 has been the year the systems in place for decades fell apart. While picking a college is anxiety-inducing in a normal year, the government’s botched handling of financial aid upended that decision-making process, disrupting the lives of a broad swath of American students.
The stress stems from a form called the Free Application for Federal Student Aid, which opens the door to government help with tuition and, many say, to a better quality of life. This year, glitches and holdups with the form kept many vulnerable people from getting across the finish line.
Historically, the application required students and their families to answer dozens of complicated questions using decades-old technology. Facing a mandate from Congress, Biden administration officials set out to fix it. But the new FAFSA was beset with issues and corrupted data, delaying aid offers for months and jeopardizing the prospects for some of the students the updates were supposed to help.
“FAFSA is the stepping stone to everything,” said Galawe Alcenet, 17, a student in South Saint Paul, Minnesota, who lost her chance at getting several private scholarships because of processing delays. Courtesy of Galawe Alcenet
Even employees in the Education Department’s Federal Student Aid office, which was charged with streamlining the form, expressed frustration with their bosses’ handling of the rollout, two agency officials not authorized to speak publicly told USA TODAY. Then, last week, seemingly capping off the fiasco, the top Biden administration official overseeing the revised process resigned from his post.
“FAFSA is the stepping stone to everything,” said Galawe Alcenet, a senior in Minnesota who lost her chance at getting several private scholarships because of the processing delays. “The biggest challenge has been the waiting.”
University of the Pacific opened its classroom and laboratory space to some of the Stockton area’s top high school students during a pilot engineering course, allowing them to earn college credit while exploring future areas of study.
On Wednesdays during fall term, 25 students from Aspire Benjamin Holt College Preparatory Academy and Aspire Langston Hughes Academy, both Stockton schools, attended the Introduction to Engineering class at the John T. Chambers Technology Center on the Stockton Campus. The one-unit college class was taught by School of Engineering and Computer ScienceDean Elizabeth Orwin, who brought in other faculty and staff leaders to illustrate different areas of engineering.
“Many students do not know a lot about engineering, but they are intrigued by the concepts,” Orwin said. “We are introducing them to the engineering design process and to the various disciplines, such as civil, mechanical, computer engineering and more.”
Anthony Solina, executive director of Aspire Public Schools of the Central Valley, emphasized that students benefit from being around academic excellence, including Pacific’s engineering and computer science programs, where more than 90% of students have a job awaiting them at graduation.
“They see more than potential careers; they see career pathways—answers on how they can get to where they want to go,” he said. “With the guidance they received at Pacific, many are now looking to go into engineering, and they are doing so with confidence.”
I am now 100% firm that I want to major in STEM. This is the class that made me want to be an engineer.
– Angel Perez, student
On December 6, family members, high school officials and others gathered at the Don and Karen DeRosa University Center to watch students showcase their final projects during the Pacific Pilot Showcase and Celebration.
Students worked in teams and the assignment for each was to construct a paperweight advertising engineering at University of the Pacific that could be given to prospective students or donors. Many teams worked Power Cat, Burns Tower or other notable Pacific icons into their designs.
“We worked as a team, and that was a great experience. I have never been so infatuated with academia as I was with this Pacific class,” said Angel Perez, a Langston Hughes student. “Every time I went to class it seemed like I learned how something works and why it works. I am now 100% firm that I want to major in STEM. This is the class that made me want to be an engineer.”
Diorue Hodges, a fellow Langston Hughes student, said the course also shifted her career plans to engineering.
“I always wanted to be a nurse or a doctor, and I didn’t even think of engineering as a career pathway,” Hodges said. “I was exposed to the thinking behind engineering and it changed everything. There are low levels of women, particularly Black women, in STEM and engineering and I want to be an inspiration for leading others into the field.”
The percentage of women in the field is estimated at 25%. Dean Orwin’s goal is to raise that to 50% in the School of Engineering and Computer Science.
Twenty-five students attended the one-unit college course taught by Dean Elizabeth Orwin.
The class provided students with hands-on experience. During one session, assignments included dissecting and rebuilding sheep eyeballs. Students also worked in teams to build make-shift pinball machines and shoot for a specific time—eight seconds—for the pinball to reach its destination.
Dario Preciado, a student at Benjamin Holt Academy, proved adept at dissecting the eyeball with guidance from Orwin, whose research focuses on the study of the cornea.
“It felt squishy, which is about what I expected,” he said. “We are trying to learn what engineers do. I personally am considering what I would like to study, so I am trying out different things.”
Alejandro Guerrero and Jazmyn Corona of Benjamin Holt Academy were on a five-person team that worked on the pinball challenge. Using cardboard, tape and propping a desk up with textbooks, they built a pinball course and tested it dozens of times.
The team’s best effort was 8.08 seconds.
Provost and Executive Vice President for Academic Affairs Gretchen Edwalds-Gilbert said she is pleased to have the students on campus and eager to adapt what is learned from this pilot for use in other fields of study.
“Coming to campus is a key component of the model since students have the semester to get comfortable in class,” she said. “Collaborating with the high schools on students’ needs and interests is also important. We hope to see offerings across disciplines as we move forward.”
Another engineering course is set for the spring semester and Pacific administrators have contacted school officials to discuss similar courses in other disciplines. Pacific is exploring courses in teaching and education, business, digital media, sustainability, health sciences, computer science, sports medicine, anatomy, kinesiology, sports analytics, sports management, music industry, pre-health and pre-law.
For more information on Pacific college-credit courses for high school students, contact Ashley Williams at awilliams4@pacific.edu.
COMMENTARY
By Jocelyn Ayala | Aspire Inskeep Academy Principal
October 23, 2023
When I was young, I didn’t spend a lot of time thinking about what I wanted to be when I grew up. I came to the United States from El Salvador when I was five years old, and while my mom and I liked to dream, we were more focused on meeting our day-to-day needs than what the future may hold.
It was not until I began attending CSUDH that I was called to find a career where I could have a positive impact on young people from my community. See, I grew up in South Gate California, not very far from where my school site is located. My school is located in South Central Los Angeles, a beautiful, vibrant, mainly Latino neighborhood that continues to struggle with challenges of poverty, trauma and violence.
Ten years ago, I found an advertisement for an Instructional Aide at Aspire Public Schools. I soon began my journey at Aspire Inskeep Academy, a kindergarten through eighth-grade public school in my community, and I jumped at the opportunity. To say that responding to that job post was one of the best things I ever did would be an understatement. It set me on a trajectory that would change my life, and through my work, have a positive impact on hundreds of students and families from the community that raised me.
During my tenure at Inskeep, my school leader recognized my potential and supported me as I earned my Master’s Degree in School Leadership. Ten years later, I am proud to be a first-year principal at the very school that helped me realize dreams I didn’t even know I had. I’m deeply grateful for the opportunities granted to me, but as a Latina, I still worry that our students do not see enough positive Latino role models who can help them chart a path to a successful future.
To recruit and retain leaders of color who reflect their school community, schools must do more than just name this as a priority. They must put real resources and action behind this intention. Reflecting on my own journey, I’ve identified four lessons that will help develop educational leaders of color:
Recruit from within your community: Coming to Inskeep felt like home for me. I instantly recognized the cultural traditions and values observed by many of my students, families, and teammates. Finding connection with my students and families sustains me to this day, but it’s more than just energizing for me. It creates a sense of belonging that has a positive impact on student performance, attendance, and engagement. I’ve made it a priority to find school staff – from custodial staff to instructional aids to front office administrators – that reflect the community we serve. Parents and guardians are a great place to start. You never know who might have the potential to become the next school leader.
Create a culture of mentorship: I was fortunate that my school leader recognized my potential early on and gave me opportunities to advance my education and grow my skills. I hope to pay that mentorship forward now that I’m a school leader. But mentorship doesn’t only have to come from the top. At Inskeep, I have cultivated mentors at all levels of our school – from the front office teammates to our most veteran teachers. The purpose of creating mentorship opportunities is twofold: it benefits the mentee by having someone invested in their career and personal development; and the mentor deepens their connection to the school community. When possible, we pair mentees with someone who shares a similar background and potential career trajectory as them.
Model an environment where growth is prioritized: At any given time at Inskeep, you will often find multiple adults in a classroom. It could be a master teacher mentoring teacher residents and student teachers. Or that same master teacher might spend a day shadowing an assistant principal to learn more about administrative leadership. Seeing these opportunities reminds our team that we want you to stay and grow at our school, and that growth doesn’t only mean you develop into a school administrator. There are innumerable ways to professionally grow and deepen your impact on our school community.
Clear barriers to professional growth: One of the biggest hurdles to advancement, especially for adults in my community, is financial. Obtaining needed degrees, credentials, or certifications can be cost prohibitive for budding leaders who may not have the resources to afford them, or are unable to give up income so they can attend classes. Identifying partners that understand these challenges and design programs around them will ensure more people can deepen their impact on our school without sacrificing financially. At Aspire, we partner with alternative certification programs – including the Alder Graduate School of Education andCal State Dominguez Hills, among others – to develop teachers and leaders by building their skills while continuing to earn income to support their family.
Leadership means more than just running a successful school; it is about creating a culture of growth and development — a place where people can discover their potential and have the space to nurture it. I am proud of my ten years of growth and development at Inskeep; now it’s my turn to continue that legacy.
Jocelyn Ayala is the principal of Aspire Inskeep Academy in Los Angeles. Over the past decade, she has also served as assistant principal, school administrator, master teacher and instructional aide. A native of El Salvador, Jocelyn Ayala migrated to Los Angeles when she was six years old. She went on to receive her B.A. and master’s in education from Cal State Dominguez Hills.
The Aspire Foundation recently hosted the “Give Back to School Night” fundraiser, an extraordinary evening celebrating our scholars, alumni, and the incredible impact of collective action. Thanks to our supporters, we raised over $300,000! These funds will directly benefit scholars and teachers across Aspire’s 36 schools.
Read on below for a few highlights from this unforgettable occasion.
The Giving Tree.
The Giving Tree Experience “Give Back to School Night” unfolded at a stunning venue that set the stage for an evening of purpose and promise. The event began with our guests coming together for the opportunity to explore the Giving Tree—a way todirectly fund the projects that support our school communities.
Sara Lopez speaking during her opening remarks.
Sara Lopez’s Inspirational Story Sara Lopez, an alumna and current teacher at her alma mater, Aspire Vincent Shalvey Academy, took the stage to share her personal journey. Sara is a testament to the impact of schools that are responsive to the communities Aspire serves. She spoke passionately about the impact Aspire had on her life and her community, sharing:
“Aspire built my growth mindset, my love of learning, and my self-confidence…it shaped me into the person and educator I am standing here today. And now, I am so honored to be a small part of this same journey with students of my own, as they fall in love with learning and eventually, better the lives of their families and community.”
Van Jones – Keynote Speaker.
Keynote by Van Jones Van Jones, an advocate for social change, delivered a powerful keynote address. He addressed the disparities faced by students of color and emphasized the transformative power of education. He commended Aspire for its role in disrupting systemic inequities and shifting outcomes. Van’s words resonated with the audience when he stated, “Every adult has a responsibility to make sure that every kid has a ladder to climb… that’s what Aspire is [doing], they’re building ladders for kids.”
Guest hangs her apple onto the tree.
Ways to Give As the evening progressed, guests were invited to re-engage with the Giving Tree. Supporters and guests buzzed with excitement as they explored opportunities to support scholars in changing their trajectories. Thanks to their generosity:
100 5th graders will experience a sleepaway science camp. 30 high school students will have books and materials to complete early college courses. $28,000 in post-secondary scholarships will be awarded to our most deserving seniors.
Guest writes their name alongside which project they will be helping to fund.
“Give Back to School Night” was a shared vision of positive change. It reminded us that through education, partnership, and collective action, we can break down barriers, uplift communities, and transform futures.
You can still share your support—see ways to give directly to our school communities here. Together, we can continue to empower minds and transform futures, ensuring a brighter tomorrow for all.
In response to Governor Newsom’s 2023-2024 California State Budget proposal, Aspire Public Schools CEO Mala Batra issued the following statement:
Oakland, Calif. — We applaud Governor Newsom’s continued commitment to addressing the workforce shortage in our state’s public schools. Governor Newsom’s support for teacher training programs, resources for staff development, and incentives for educators who commit to working in priority schools throughout our state will help ensure our state’s students have well-trained, diverse teachers. While we acknowledge the uncertainty of this year’s budget, we also need policymakers to respond to the significant mental health needs of our students.
The COVID-19 pandemic took a devastating toll on children’s mental health, and it exacerbated economic and psychological trauma that already existed in communities of color and under-resourced communities. The increase in student mental health concerns creates a barrier to learning in schools, and is spreading teachers too thin as they address these issues in the absence of enough mental health support in schools to meet students’ unprecedented needs. When schools have the resources they need to properly address students’ mental health needs, students will learn more, be more connected to their school community, and feel safer and more supported. And teachers’ jobs will become more manageable, leading to higher teacher satisfaction and retention, and decreased teacher burnout. We look forward to working with the Governor and Legislature to identify and reallocate resources so that schools can meet the evolving needs of all our state’s students.
About Aspire Public Schools Aspire Public Schools operates 36 community-based public charter schools educating over 15,200 students in underserved communities across California. Founded in 1998, Aspire is one of the nation’s first and largest open-enrollment public charter school systems serving predominantly students of color from low-income communities. Delivering a rigorous education to students in grades TK-12, College for Certain is the focus for every age group. Teachers and families partner closely to ensure scholars are prepared to succeed in college, career and life. Learn more about Aspire Public Schools at aspirepublicschools.org.
By Joel Ramirez | Sr. Director of Culturally Responsive Leadership Development
October 3, 2022
It’s Hispanic Heritage Month and the signs and advertisements celebrating the culture are abundant. I feel, as I often do this time of year, mixed emotions. As a Mexican-American educator, I understand the good intentions behind the signs; celebrating diversity and honoring different cultures should be applauded.
But if we really want to celebrate the culture and give Latino students a true sense of belonging in their schools, we should do far more than have a program, assembly or fancy celebration to honor our students’ heritage. Instead, we should look at the foundational role that families play within Latino culture and embrace and honor those values. Values of belonging, collaboration and hard work.
Growing up in Los Angeles, I was often surrounded by my large extended family. Both my parents are from Jalisco, Mexico: my mother is one of 11 siblings and my father is one of six. Many of my aunts, uncles and cousins also moved to Los Angeles. My Dad instilled in me the importance of courage, and the value of hard work as the expression of one’s integrity and honor.
But despite these important family values, as a first-generation student, I lacked the resources or institutional knowledge to easily navigate the U.S. education system — it took me seven years just to complete college. Now that our nieces and nephews are getting ready to go to college, we make sure they have the tools to navigate the complex higher education system. This is part of our family culture: a shared responsibility to pass along what you learn, paving the way for the next generation. Our family also instilled a sense of belonging and security that gave us the courage to take risks — after all, there’s no bigger risk than immigrating to a foreign land.
Imagine if school communities embodied Latino family norms; where responsibility is shared, accountability is collective and a sense of belonging lives. Can you imagine what that might look like? We strive to do this every day at our school. Like many Latino families, we emphasize working in groups and collaborative efforts over a focus on the individual.
“We see you and got you.” Those words hold power. It’s about knowing that your community, your group, has your back. Family has your back. This is something we discuss at our schools because it resonates deeply with our students: to be seen, to know you are unconditionally supported. At Aspire Public Schools’ Los Angeles-area schools, where the majority of our students identify as Latino, we embrace this idea, to make our students feel safe and supported unconditionally, in everything we do.
For example, at Aspire Ollin University Prep where I worked for 12 years, we created an advisory group program at our secondary school. Freshmen are placed into micro-communities of about 30 students with one teacher who stays with the group all four years. Weekly community circles and guided conversations about issues that affect our scholars’ lives help them feel seen and supported. Like a large, extended family, these groups benefit from collaborative learning, shared responsibility and an environment built on trust and belonging.
Programs like this allow us to create a familial identity at Aspire. We focus on students’ social-emotional learning, equity work and culturally relevant pedagogy that helps students feel supported. But most importantly, we leverage each other’s humanity. We support each other in providing a learning space for students and staff. A place where students learn from teachers and each other. A place where teachers learn from their students and their colleagues. Just like we learn from family.
When you think about how family roots children, gives them a sense of confidence and purpose and offers space to be who they really are — how could you not want to embed those values in a school? We want these ideals to resonate deeply with our students. When a community of trust and belonging exists, students have the freedom to take risks and follow their intellectual curiosity. Instilling a school culture with family-inspired values brings out the genius in our students and gives them the space to enjoy their education and discover their own passions. This is how we honor Latino culture — every day.
Joel Ramirez is the son of immigrant parents from Jalisco, Mexico, and has been an educator for more than 15 years as a teacher, school administrator. He’s now Aspire Public School’s senior director of culturally responsive leadership development in Los Angeles.
By Hannah Workman | October 3, 2022 Original article here.
Stockton native and veteran educator Anthony Solina has been tapped to lead Aspire Public Schools’ 16 Central Valley schools, including its 10 Stockton schools, as the organization’s new Central Valley executive director.
Solina will be responsible for the overall performance of all schools in the Central Valley region. Aspire is the largest public charter school organization in California, with over 30 schools in the Central Valley, the Bay Area and the Los Angeles regions.
“Aspire is ‘College for Certain,'” Solina said, referencing the K-12 school system’s motto. “That doesn’t mean we’re taking college ready kids to start, but it’s about creating a belief in the students early that they can go and then by high school it becomes real.”
Solina has been with Aspire for 20 years, first starting as an elementary school teacher in 2002. He was a founding teacher at two Aspire schools in Stockton: Aspire River Oaks Charter School and Aspire Langston Hughes Academy. He then segued into administration and became the founding principal of Aspire Port City Academy in 2007.
Solina said his primary goal will be the same one he has had since he first stepped foot in a classroom — to make sure every student is college and career ready by graduation.
Solina said at Aspire, students can begin taking college classes when they’re in high school as part of its early college high school program. The program gives students the opportunity to earn a minimum of 30 units or graduate with an associate’s degree.
Aspire is also looking to bring a career pathways program to its Stockton schools, Solina said.
“In Modesto, we have a health careers academy that’s partnered with Modesto Junior College and the students are on a health careers pathway,” Solina said. “They can take courses in radiology, nursing, anatomy, physiology … so we’re piloting that in Modesto and that’s been a great experience so far, but we’re thinking about in Stockton, potentially partnering with [San Joaquin] Delta College and University of the Pacific on an engineering pathway.”
According to Solina, Aspire also is considering is a teacher career pathway. He said it is his hope that this pathway would not only help students find fulfilling careers, but also address the on-going staffing and teacher shortages in San Joaquin County.
“We’re just finding it a huge problem in the pipeline,” Solina said.
A survey recently conducted by EdSource found that the Stockton Unified School District is among the districts with the most significant staffing and teacher shortages in California.
While there is not an exact launch date for the teacher career pathway program yet, Solina said there are plans to pilot the program next summer. Meanwhile, he is looking to provide more opportunities for students to gain hands-on work experience.
“The more we can get connections with local businesses and get students into places of work to learn both the work skills and the life skills, as well as the academic needs for those careers, is where we’re hoping to head to first,” he said.
Record reporter Hannah Workman covers news in Stockton and San Joaquin County. She can be reached at hworkman@recordnet.com or on Twitter @byhannahworkman. Support local news, subscribe to The Stockton Record at https://www.recordnet.com/subscribenow.
A California school teacher wanted to create a summer reading program for Black students. It turned into an affirming space connecting students around the state.
For two hours on Friday afternoons, a group of high school students split between Stockton and Sacramento, California, hop on Zoom to discuss the book they’re reading. Though they’ve never gathered in person, these students have created a space where they feel comfortable being vulnerable and engaging in enthusiastic discussion.
What is this virtual literary society that encourages Black students to read and talk about literature that reflects the entirety of the Black experience? Aptly enough, it’s called Black is Lit, and it brings Black youths together, amplifies their voices, and enables them to fall in love with books.
One recent Friday, the students discussed the n-word and history of the KKK, because it came up in their book selection “This Is My America” by Kim Johnson. Tiffany Herndon, the culturally responsive projects plan manager at Aspire Public Schools who also founded the Black is Lit program in 2021, watched her students engage in academic discourse that was rooted in the book, while also applying it to their personal experiences and offering emotional support from the racialized trauma.
It was a moment of seeing all of the elements of her program come together.
“They were free to be their authentic selves without fear of judgment,” Herndon says of the students. “We’re talking about these hard hitting issues that impact the Black community and thinking of ways in which they want to go out and support and encourage change.”
Diorue Hodges, 16, and William Ellington, 14, are part of the Black is Lit program. Photograph courtesy of Black is Lit.
More Than a Summer Reading Program
Literacy has an impact on the trajectory of your life outcomes.
Jevon Calisette is the facilitator at Aspire Alexander Twilight Academy.
The Black is Lit program was inspired by the idea of having a summer reading program for Black students. Reading and language arts scores were down, and Herndon wanted to help — and make help accessible for students beyond her school. So Black is Lit was born, inspired by the concepts of “Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy” author Dr. Gholdy E. Muhammad who says literacy is liberation and education is a form of empowerment.
“We really wanted to reintroduce that concept and that spirit back into the learning environment for our scholars, and disrupt like the disproportionate outcomes that we see for Black students across the nation and low Black student achievement,” Herndon says.
The discussions included textual and character analysis, and making real world connections to the text. From relating to and interacting with the book, Diorue Hodges, 16, said she has been able to translate those skills to other classes, as well as better articulate her thoughts on racial matters.
“I now know how to engage in those conversations without just shouting or getting angry really fast,” Hodges says. “I can have that discourse with my peers and educators now.”
The Pilot Program
In its pilot year, Black is Lit consists of 22 students attending Aspire Alexander Twilight Academy in Sacramento and Aspire Langston Hughes Academy in Stockton. In the fall, the program will be available at all of Aspire’s 6-12 schools.
The program will focus on one book each year, and this year’s pick, “This Is My America,” which focuses on mass incarceration and the prison industrial complex. Each book chosen will have a social justice lens and cover a topic that adversely impacts the Black community.
I wanted to do something more outside of school, and I want to do more advocacy for us as Black people.
– NIEJA HARRIS, ASPIRE PUBLIC SCHOOL SENIOR
Hodges said she’s gained a lot of insight, especially on the physical reactions to racism and discrimination. As someone who hasn’t experienced overt face-to-face racism, Hodges says she couldn’t understand why her mom, a dark-skinned woman, sometimes gets panicky or breaks down after racist interactions.
“In Black is Lit, we discussed that everyone has different reactions and approaches to racism,” Hodges says. “It did allow me to be more empathetic toward my mom and her feelings. And I was able to help her validate her feelings.”
‘I Can Be Comfortable With Being a Nerdy Black Kid’
All three students who spoke with Word In Black said that wanting to be part of an academics-based Black student group was their motivation to join Black is Lit.
“This was one of the first clubs that I felt connected to or that I could relate to,” Hodges says. She was skeptical to join because of the time commitment and having to be vulnerable with her peers. “We created an open and welcoming space. Other than [the Black Student Union], there wasn’t really many options for a safe space as a Black student that can just be myself unapologetically.”
William Ellington, 14, has always been a good reader, but he wanted a space where he could “be comfortable with being a nerdy Black kid.” Once the program is over, he’ll carry on the concept of literacy being liberation.
“I hope to maybe inspire other Black kids who feel like they might not be as smart or they might not be as able to articulate as other people when they’re just as able to, if not more than every other kid,” Ellington says. “And I really hope that this program helps inspire other kids to realize that.”
Neija Harris, 18, (front left) is part of the Black is Lit program.
Though she just graduated, Nieja Harris isn’t leaving Black is Lit. While working toward her criminal justice major in college, Harris will intern with the literacy program because she “isn’t ready to leave.” Other than BSU, this gave her a space where her voice is heard.
“This is important to me because even though I know that I’m a senior and I graduated from high school, I wanted to do something more outside of school, and I want to do more advocacy for us as Black people,” she says.
Black is Lit Nationwide
Overall, Herndon wants her students to embrace the spirit that literacy is liberation and reconnect to how the Black community embraced education as empowerment. She also wants to reframe their learning experience.
“I want them to feel like they’re agents of change in their community and that they’re equipped to go out and be leaders,” Herndon says. “My number one goal is to experience a learning environment that is culturally responsive, and understanding what it feels like when your identity is at the center and is uplifted and validated in your learning space.”
Going forward, Herndon wants to scale the program to the state level and then take it national.
Most importantly, Hodges says, the key is having an open space.
“We didn’t feel like our voices were being silenced.” Hodges says. “We were able to just express ourselves, and that’s not something that a lot of students get on campus.”
Congratulations to our Senior Support Scholarship winners, Arlette Campos and Kailey Martinez!
Arlette from Aspire Pacific Academy and Kailey fromAspire Richmond CaliforniaCollege Preparatory Academy will no doubt have success as they prepare for their post-secondary pathways. Both lifetime Aspire learners, these two senior scholars are prepared and eager for their next chapters. Learn more about them and their goals below.
Arlette Campos
Arlette has been with Aspire since elementary school, and during this time has learned the importance of asking questions when needed and leaning on people around her for help. She looks forward to using this skill set both to help others and to navigate college. During her time at Pacific, she took advantage of their early college program by enrolling in three college courses, including Administration of Justice, Sociology, and Psychology. Through the coursework itself and the act of balancing advanced classes, Arlette is proud to have gained experience in fostering her mental health and wellness, as well as improving her grade point average and gaining experience with college-level work.
Arlette loves learning, and as a first-generation college student, looks forward to continuing her pursuit of knowledge. Dealing with various challenges during the COVID-19 pandemic has especially fostered her desire to pursue a career that will allow her to give back to her family and broader community. She hopes to get both a Bachelor’s and a Master’s degree to provide financial stability and inspire her younger sisters that anything is possible with hard work. She plans to attend Los Angeles Trade-Technical College where she will explore a variety of STEM and social science courses to determine the right career path for her.
Kailey Martinez
Kailey has grown and thrived with Aspire since kindergarten. She has been a part of numerous clubs, including TechHive, through which she grew an interest in science and became fluent in data analytics, and YouthRadio, in which she examined art through digital media. She was also involved in Cal Prep’s Pride Club and student government. While in student government, Kailey suggested and implemented a middle school student government program – which had previously only included high schoolers – to help younger students feel heard and connected to their school community. A particularly life-changing opportunity outside of school occurred when Kailey was fifteen and she took care of an individual with disabilities. Over the course of a year, she had the responsibility of feeding him, teaching him how to speak, and simultaneously teaching and learning American Sign Language. Being his caretaker offered an invaluable lesson in empathy and furthered her interest in pursuing a career path in helping others.
As a first-generation college student, Kailey is especially motivated to attend and graduate from a four-year university. She will attend California State University Channel Islands, where she plans to study either counseling or nursing in pursuit of a career in the human service field. She credits her teachers and school counselors for making her feel safe and motivating her to continue and accomplish her goals and looks forward to being able to do the same for children in the future.
The Senior Support scholarship is funded by generous contributions from Aspire Regional and Home Office staff. If you’re also interested in supporting scholars like Arlette and Kailey, see how you can make an impact on our Support page.
The Aspire Shining Stars award recognizes outstanding seniors across our high schools in the Central Valley, Bay Area, and Los Angeles regions.
We are happy to announce that each award winner will receive a scholarship award to put towards their post-secondary education. This scholarship was made possible through the generosity of Richard and Theresa Crocker, to whom we are very thankful!
Our 2022 Shining Stars have demonstrated the Aspire vision of College for Certain. Learn more about their current goals and aspirations below.
To our 2022 Aspire Shining Stars, congratulations on all of your high school achievements and we wish you all the best in your post-secondary success ahead!
When I was young, I didn’t spend a lot of time thinking about what I wanted to be when I grew up. I came to the United States from El Salvador when I was five years old, and while my mom and I liked to dream, we were more focused on meeting our day-to-day needs than what the future may hold.
