by John Chubb
Everyone agrees that America’s high schools need to do a better job of preparing students to be “college- and career-ready.” But the big problem is, how do we get them to do that?
One state has just come up with a bold solution – and it could serve as a model for education reform throughout the entire country.
California recently passed a law that reduces the weight of standardized test scores for ranking high schools. Now, crucial factors like graduation rates, attendance and student advancement will play a larger role in grading the ability of public schools in preparing students to succeed after high school
This law is a big step in the right direction — and it paves the way for other states to pass similar reforms aimed at preparing students for college and beyond.
Why the change? Since 1999, every California public school has been granted an Academic Performance Index, or API, score based almost entirely on how its students fare on a handful of standardized tests. Other states are also similarly reliant upon test scores to evaluate their schools’ successes.
These scores help determine everything about a school’s future — whether it receives funding, whether parents can move their children to a better school, even whether home values rise or fall. So the pressure to get a high score is enormous.
The intention, of course, has been to hold schools accountable for their performance and to give them incentives to improve. The problem is that the system puts too much emphasis on tests that don’t necessarily predict how well a student will actually do after high school. In the end, students were being prepared to succeed on tests while they were in school, not to succeed beyond graduation.
Sure enough, a closer look at the numbers reveals that, when based primarily on these tests, a school’s API score can be an unreliable predictor of how well its students will perform in college. A 2012 study conducted by Education Sector found that one school with the relatively high API score of 778 out of 1,000 had a 91 percent graduation rate but sent just 66 percent of its students to college. Meanwhile, a school with a score of just 698 had a graduation rate of 95 percent and sent 86 percent of its students to college.
The API’s true shortcoming is revealed when the scores are applied to schools with a high proportion of low-income students. According to our study, three of the five high-poverty schools with the lowest API scores were among the top five overall in sending their graduates to college. And the school with the lowest API score had the highest postsecondary enrollment rate: 79 percent of its graduates in 2009 went on to a postsecondary institution, 5 percentage points above the state average.
Standardized test scores certainly provide one valid measure of student success. But it is clear that they are not entirely accurate in measuring whether students are really ready for life after high school.
And this problem has serious real-world consequences. Only 25 percent of high school students taking common college entrance exams in California are deemed college- and career-ready. And two out of every five college students must take remedial classes for basic skills before they can qualify for credit-bearing work. Our nation’s high schools have been failing to provide the requisite tools for students before sending them out the door.
The new law does much to fix how California ranks its schools. It ensures that, as of 2016, test scores can count for no more than 60 percent of a school’s API score, and it says that the state superintendent must add graduation rates and measures of college- and career-preparedness to the mix.
The reality of today’s economy is that students must start preparing for life beyond high school from the moment they enter a freshman classroom. It’s our job to make sure that our high schools are helping them do just that.
If we want America’s students to arrive at college ready for postsecondary work, then we must improve our country’s systems for evaluating high schools. California just put forward a great model for reform. What we need now is for the rest of the country to follow.
John Chubb is CEO of Education Sector, an independent think tank, and is a visiting fellow at the Hoover Institution at Stanford University.
Potawatomi Bingo Casino and Milwaukee Radio Group give Penfield the gift of a promising future
Like other families with children experiencing serious health issues, medical conditions, and developmental delays at Penfield Children’s Center, Joandy and her son Myles, age 1, have relied on Penfield’s Special Care Nursery to provide medical care, therapy, and education early in the Myles’ development.
Myles came to Penfield’s Special Care Nursery when he was seven months-old with profound medical and physical needs. He was born with Down syndrome, an atrioventricular (AV) canal defect, and tetralogy Fallot – a condition characterized by underdeveloped chambers and holes in the heart – resulting in him needing two heart surgeries, one of which was required shortly after birth.
Joandy knew that Myles not only needed specialized care but also had to be in an environment that would focus on his distinct needs and provide individualized attention. After her first visit at Penfield’s Special Care Nursery, Joandy knew that Myles would receive the best child care in Milwaukee from a warm, knowledgeable staff of registered nurses, Certified Nursing Assistants (CNAs), and care partners.
While at Penfield, licensed therapists help develop Myles’ skills as he grows by providing him with occupational, physical, and speech therapies. The Special Care Nursery also supports his family by encouraging questions about Myles’ development, helping with the financial burden, involving them in his therapies, and building a network with other families.
“I felt comfortable from the very beginning,” stated Joandy. “Each time I drop him off, it feels like I’m leaving him in the care of a family member.” Joandy further commended Penfield saying, “I don’t know what I would do without Penfield. The love and support we receive from the Center and our service coordinator is amazing.”
Joandy and Myles, and other families like them, will continue to get the support and resources needed from Penfield’s Special Care Nursery thanks to local community partners like Potawatomi Bingo Casino. Through a partnership with Milwaukee Radio Group, Penfield Children’s Center is one of 10 charities chosen to take part in Potawatomi Bingo Casino’s signature charitable program, Miracle on Canal Street. The program, with the mission to improve the quality of life for children in southeastern Wisconsin, focuses the joy of holiday giving onto those who are the hope for the future. Miracle runs through December 13, with funds raised from special bingo games and the generosity of Potawatomi Bingo Casino guests. Half of each $3 Miracle bingo game, played during each bingo session, goes to the Miracle fund, which totaled nearly $1 million last year benefitting 30 local children’s charities. The grand total for this year’s campaign will be announced at the Miracle Bingo Bash on December 14 at Potawatomi Bingo Casino.
“It’s children like Myles and his family that bring perspective to Miracle on Canal Street and the need to support these kinds of services in southeastern Wisconsin,” said Mike Goodrich, General Manager of Potawatomi Bingo Casino. “For 19 years, the generosity of our guests has shone brightly, and because of that, so many fantastic organizations have been able to serve the needs of a great number of children.”
Through hard work and determination, Myles will accomplish all of his milestones, just in his own timeframe. Myles celebrated his first birthday in August and is currently working on crawling with help from the Center and his family. With the support of Penfield Children’s Center and valued community partners like Potawatomi Bingo Casino, Joandy and her husband are excited for what the future holds for their son.
Penfield Children’s Center, located in Milwaukee, Wis., is a nonprofit organization whose sole purpose is to help infants and young children with and without disabilities reach their full potential through education, therapy services and family programs. The organization is named in honor of Dr. Wilder Penfield (1891-1976), a world-renowned neurosurgeon who strongly advocated early intervention for children with developmental delays and disabilities.
Potawatomi Bingo Casino is one of two casinos owned and operated by the Forest County Potawatomi Community. It is located at 1721 W. Canal Street, Milwaukee, Wis. The casino is a showcase for high stakes bingo, offering some of the nation’s highest daily payouts. A popular attraction for local guests, tourists and tour groups, the casino features blackjack, craps, poker, and roulette table games, video and reel slot machines, off-track betting, and a variety of live entertainment. Potawatomi Bingo Casino is committed to raising awareness of the risks of problem gambling, maintaining a level of first-class customer service, while investing in its most valuable asset – its 2,500 multicultural employees. Through the Forest County Potawatomi Community Foundation and Miracle on Canal Street, the casino supports numerous local charities and community organizations. Driving directions and more information about Potawatomi Bingo Casino can be obtained by calling toll-free, 1-800-PAYS-BIG or by visiting the website at www.paysbig.com.
The Black Child Development Institute of Milwaukee (BCDI Milwaukee) hosted its 6th Annual Recognition in Community Service Banquet on November 8, 2012 at the Hilton Garden Inn on Milwaukee’s northwest side.
In prior years, BCDI has recognized individuals in specific service categories such as Education, Advocacy, and the Arts.
This year, it decided to recognize the Child Care Profession. Because this profession has received so much negative publicity over the past four years, BCDI Milwaukee decided to showcase and celebrate those who have done so much for so many children and families.
The goal was to have 100 providers at the Banquet. To accomplish this, BCDI Milwaukee provided scholarships through corporate sponsorship from the following organizations: 4C-For Children, Johnson Controls, the Supporting Families Together Association, US Bank, and YoungStar Consortium. Many
of these organizations also had tables with valuable information. Tables were also provided by the UW-Milwaukee Center for Early Childhood Professional Development, and the MATC Early Childhood Department.
Throughout the evening, many words of expression let the child care professionals know they are supported.
Earl Ingram, Jr. of WMCS 1290 was the emcee, and Erica Lofton the youth soloist. BCDI Milwaukee also introduced three pioneers of the child care profession to the group: Pam Boulton, Bessie Gray, and Peggy Hardy.
Each provider also received a gift bag that included resources they will be able to use in their child care programs.
The Banquet was videotaped by Keith Stanley, who in turn was being taped by a crew from PBS’ “Frontline” with Bill Moyers. Look for segments of our event on Frontline in spring of 2013.
The evening was a tremendous success. And BCDI Milwaukee is looking forward to its 7th Annual Banquet in 2013, and the opportunity to recognize others who continue to make a difference in the lives of children and families through advocacy and education.
Place article and photo under Local news/business
Bader Grants to address Milwaukee Jobs (Photo: hbf.jpg)
The Helen Bader Foundation (HBF), a leading philanthropic Milwaukee-based foundation, announced today its Board of Directors has approved $855,000 in funding for 20 Milwaukee workforce development organizations. Of these 20 grants, 15 specifically address populations in Milwaukee facing unique employment barriers that are often overlooked, such as adults with disabilities, those with vision impairments, and low-income minorities.
The Wisconsin Department of Workforce Development (DWD) recently reported the metro Milwaukee area unemployment rate stood at 6.9 percent for September 2012, however, some segments of the local population have unemployment rates more than four times this rate.
According to Eric Grosso, Senior Economist at the DWD, the most recent unemployment statistics from the 2011 American Community Survey estimate that, in metro-Milwaukee, unemployment among the labor pool of adults with disabilities is 25.8%, for those with vision impairments is 22.4%, and among African American males is 29.4%.
HBF recognizes that while there are current unemployment initiatives and services that assist the general population, there are segments of the population that need a different approach in order to bridge the unemployment gap. This is one of the primary reasons HBF is concentrating its current workforce development efforts on serving populations within Milwaukee that face unique barriers to employment.
“We all know that people are unemployed, but the system treats unemployment as a one-size-fits-all situation and that’s not the reality of it,” said Jerry Roberts, program officer and manager of HBF’s efforts to address workforce development. “We need to address the many, many barriers to employment in our community in order to fully address the unemployment situation as a whole.”
The United Cerebral Palsy of Southeastern Wisconsin (UCP) is just one of the 15 organizations HBF has chosen to fund for its direct services to the unemployed. With nearly a quarter of Milwaukee’s disabled adults unable to find work, UCP plans to expand its existing program that targets six of the city’s poorest zip codes, to help job-seekers who have a range of disabilities find and maintain employment. As sole supporter of this expansion, HBF is taking on a unique opportunity to reach out to Milwaukee’s disabled population and focus on identifying those individuals who want to work, but for whom the traditional work search channels are not effective.
Similar to UCP, Wiscraft, Inc. provides workforce development programming for a population with a major barrier, Milwaukee County’s blind and visually impaired adults. Wiscraft’s “Beyond Vision” program provides skills training and personal development through its light manufacturing, machine shop, and other operations. The new HBF grant will enhance Beyond Vision’s approach to providing marketable, transferrable skills to these adults by expanding its call center and customer service operations, which provide contract services for a number of local corporations.
While many of the 15 programs that HBF is funding address specific populations that may have some job experience, Operation DREAM’s “Learning to DREAM” program attempts to reach Milwaukee’s African American males, ages 11-17, during the crucial stages of preparing and entering the workforce. This program provides education, mentoring, job training, placement and college visits. It also offers a safe haven for many of the youth and implements positive motivation through their development of skills and exposure to employment.
“It’s important that we reach youth well before they enter the workforce,” said Roberts. “The basic skills and positive attitudes they develop will not just prepare them for their first real job, but also help them build a solid career path.”
Walgreens Provides Resources to Help Decrease Cancer Disparities
Gary Grice, aka The GZA is known by many as The Genius of the Wu-Tang Clan, despite ending his formal education in the 10th grade. While his lyrical contributions have proven him more than worthy of the title, he’s gone the extra mile to distinguish himself as a mind to be reckoned with.
According to The NY Times, GZA is teaming up with a Columbia University professor to make the sciences more appealing to school students using Hip-Hop. After doing research at M.I.T. for his upcoming album, “Dark Matter,” GZA met Dr. Christopher Emdin on a radio show and realized they had a shared desire to bridge the worlds of science and hip-hop.
“Next month, the two men, along with the popular hip-hop lyrics Web site Rap Genius, will announce a pilot project to use hip-hop to teach science in 10 New York City public schools. The pilot is small, but its architects’ goals are not modest. Dr. Emdin, who has written a book called “Urban Science Education for the Hip-Hop Generation,” hopes to change the way city teachers relate to minority students, drawing not just on hip-hop’s rhymes, but also on its social practices and values.
The pilot program will use interactive learning via rhyme ciphers as one of the tools to engage students, illicit feedback and reinforce principles.
“It was always about crafting the best rhyme in the most articulate, witty or smart way,” GZA said. “For us, it was always about educating the listener.”
Partnership provides urban teens with greater access to a college education
In an effort to provide underprivileged youths with access to educational opportunities, leadership training and mentoring, BMO Harris Bank has committed to a five-year, $600,000 partnership with Boys & Girls Clubs of Greater Milwaukee and Marquette University. This strategic partnership will provide the target population with greater access to higher education along with the necessary support to help students reach college graduation.
“Education is one of the cornerstones in how we help our communities, and this partnership will help ensure that more students get into college,” said Kara Kaiser, Regional President, BMO Harris Bank. “We want to make the dream of a college education a reality for more of our youth because there is so much untapped potential that we need to lead us forward.”
“We are thrilled that more young people in the community will have the opportunity to pursue their dreams of earning a college degree,” said Vincent Lyles, president & CEO of Boys & Girls Clubs of Greater Milwaukee. “We showed BMO Harris Bank what the Clubs and Marquette University have been able to do for young people who want to continue their education and work toward a brighter future, and they saw the value in helping us take our efforts to the next level.”
“Thanks to the support of BMO Harris, Marquette can continue to make a difference in the lives of young men and women from Boys & Girls Clubs of Greater Milwaukee,” said Marquette University President Scott R. Pilarz, S.J. “This work is at the heart of our mission, and we’re proud of the impact our students go on to have in our world.”
Half of BMO Harris Bank’s donation will help expand Boys & Girls Clubs’ Graduation Plus program, which works with high school students to make college accessible and graduation imminent. Staff members teach students about the college application and enrollment processes, provide ACT preparation workshops, take students on college tours and help with college course selection. In addition, the Clubs provide employment to students who need to save for college, and then it matches their savings to help finance their education. Once in college, Graduation Plus participants have the added benefit of support staff who help them work through any barriers to graduation. The first class of Graduation Plus participants graduated from college earlier this year – some of them from Marquette.
The other half of BMO Harris Bank’s donation will provide increased scholarship opportunities to Boys & Girls Clubs’ Graduation Plus members who go on to attend Marquette. Currently, there are eight Graduation Plus participants enrolled at Marquette, several of them on full scholarship as Marquette University Urban Scholars. Boys & Girls Clubs and Marquette have worked together for years with the common goal of helping members of the urban community, many of them first-generation college students, realize their dream of college graduation. By sharing resources and collaborating on training and mentoring opportunities, the Clubs and Marquette have created a fluid transition for students from high school to college, all the way through graduation.
BMO Harris Bank’s support will also create a career readiness program, which provides internships and job shadowing opportunities at BMO Harris Bank for Graduation Plus students enrolled at Marquette. In addition, BMO Harris Bank will facilitate financial literacy classes for students at Boys & Girls Clubs to help them develop good financial habits. Students who take these classes and participate in the career readiness program will be encouraged to mentor younger students when they enroll at Marquette.
People from all walks of life experience mental illness. They often feel alone and many do not know where to turn. But there is help.
The United Way-funded Grand Avenue Club supports people dealing with mental illness; not only through job placement, education, and recreational activities, but by making them feel valued and accepted in our community.
“Grand Avenue Club has helped me feel more comfortable about waking up and facing the day with goals and intentions,” says Jonathan, who was initially shy when he joined the program in 2010.
He quickly gravitated toward the Culinary Unit and was offered a temporary position at Outpost Natural Foods.
He attended work support meetings and eventually became less anxious and more willing to engage others. Soon Outpost hired him as a regular employee, and eventually he was named “employee of the month.”
Jonathan has also let his creative side come to life and exhibits paintings at the club’s art gallery. He describes his current circumstances as “a full life – paid work, art, friends and volunteer work at two places that I care about.”
Jonathan says he is thankful that Grand Avenue Club was there to help him. “No matter your situation, having a place to find yourself is what really matters.” To hear more about Jonathan, visit www.UnitedWayMilwaukee.org.
The SME Education Foundation has selected Milwaukee Public Schools’ Bradley Tech High School as an exemplary school to participate in the PRIME (Partnership Response in Manufacturing Education) program, a comprehensive community-based approach to manufacturing education
Dearborn, Mich., and Milwaukee — The SME Education Foundation <http://smeef.org/> is taking a community-based approach to manufacturing education and creating strong partnerships between organizations, businesses and exemplary schools. Milwaukee Public Schools’ Lynde and Harry Bradley Technology and Trade High School is one of nine exemplary schools selected for year two of SME Education Foundation’s PRIME (Partnership Response in Manufacturing Education <http://www.sme.org/prime> program, which launched in fall 2011 with six schools in six different states.
On October 23, 2012, representatives from Rockwell Automation and the Society of Manufacturing Engineers Education Foundation presented Bradley Tech High School with a check for $15,000 to enhance their exemplary manufacturing education program.
“PRIME was developed as a response to the growing skills gap crisis in our nation along with our greater mission to inspire, prepare and support STEM-interested students,” said Bart Aslin, CEO, SME Education Foundation. “Upon graduation, they will leave school with the tools to further that education and become future innovators and contributors to industry. An advanced manufacturing curriculum, dedicated instructors and involvement from local industry provides the right mix of academic and real-world experience. We feel that this approach will lead not only to the success of the individual, but will help to create communities with a strengthened manufacturing base. It is truly a positive outcome for everyone involved.”
One of those involved parties is Rockwell Automation, a Milwaukee based manufacturing leader. Rockwell Automation and Bradley Tech High School have a long-standing history. As a community partner, Rockwell Automation has invested in several STEM (science technology, engineering and math) education initiatives at Bradley Tech High School, including: Project Lead The Way (PLTW) and FIRST® (For Inspiration and Recognition of Science and Technology). “Support for PRIME makes sense for us because our goal is to Inspire Young Minds™ to become the next generation of skilled employees, customers and partners,” said Sue Shimoyama, SME Education Foundation Board Director and Vice President, Global Sales and Marketing Operations, Rockwell Automation. “We are working to change the perception of careers in manufacturing today and PRIME strengthens our efforts.”
The PRIME designation come with a three-year commitment by the SME Education Foundation to provide assistance in creating and fostering strong partnerships with the local manufacturing base to provide job shadows, mentoring and internships. In addition, PRIME schools receive funds totaling $35,000 for the three years to support post-secondary scholarships, equipment upgrades, continuing education for instructors and a STEM-based camp for middle school students.
“Bradley Tech High School was given this designation because of their skilled and dedicated instructors, engaged and active students, strong administrative support and an involved local manufacturing base,” said Aslin. “This program has a rich history of providing the manufacturing community with stellar contributors. Our hope is that through PRIME, we can make that job a little easier.”
by Mikel Kwaku Osei Holt
The Florida Board of Education has officially declared that Black students are intellectually inferior to students of other races.
No, you’re not misreading that.
Last week the Florida board that governs state school policies passed a set of reading and math standards based on that racist assumption. Under the new guidelines, Florida schools will now establish reading and math proficiency standards for Black students that are nearly one-third the level of White and Asian children. By 2018, state school goals require that 90% of Asian and 88% of White students to be proficient in math and reading. The official ‘goal’ for Black students is set at only 74%.
The implication of these racially based goals isn’t written in brail, but in a form of English that state officials imply Black and Hispanic children cannot read.
As expected, the state school board’s new mandate has ignited a firestorm of controversy, as did similar policies in Virginia and Washington, D.C., both of which also passed race based benchmarks in recent years. None of those outcries were enough to dissuade school officials from retreating from their declarations, which officials have said are dictated as the only viable option to comply with terms of the controversial No Child Left Behind Act (NCLBA).
Ironically, the NCLBA was sponsored by the late Senator Ted Kennedy and considered the hallmark of the Bush Administration. Its intent was to force greater accountability in public schools and to close the achievement gap between Black and White students. Most school districts and teachers unions hate the provisions of the NCLBA, which has brought to light not only the glaring achievement gaps between students of color, but also the inherent dichotomy of urban education.
But you can’t entirely blame the NCLBA for the declarations of the states and District of Columbia to ‘racialize’ public education in their respective states. Obviously, these racially based goals can be viewed as a politically convenient way around dealing with the failures (or inability) of public school systems to educate all Black children, even though this strategy brings to light the intrinsic assumption that Black children are intellectually inferior.
Get mad at me if you want, but that fact can’t be denied, or ignored. Look beyond the code words—poverty, dysfunctional families, or urbanization—and you’re left with a blinding light of racist assumptions.
And if you can see beyond that premise, you’re left with two uncomfortable extremes: something is either wrong with the system, or something is indeed wrong with our children (or their parents, society and our socioeconomic status).
Before you venture into the unsettling abyss that will provide your ultimate answer to that question, consider that a legitimate case is offered by the officials of the three aforementioned school systems that the proficiency goals for Black children are actually higher than they are currently. In Florida, for example, “the percentage of White students scoring at or above grade level (as measured by whether they scored a three or higher on the reading FCAT) was 69% in 2011-2012, according to the state. For Black students, it was 38%, and for Hispanics, it was 53%.”
Can racism alone explain those stats?
Remember also that it was but three years ago that Milwaukee Black fourth graders had the lowest reading proficiency rates in the United States. Do you recall what school officials said to explain that sad statistic?
Moreover, according to the Department of Public Instruction, an achievement gap exists even among Black students who have ‘escaped’ the Milwaukee Public Schools under the Chapter 220, inter or intra district transfer programs. (Incidentally, numerous national studies reveal that Asian children outperform White students throughout the country.)
None of this is to say there are not many exceptional Black students. But the racists will quickly note they are the exception, and not the rule. In fact, the sad part of this phenomenon is not that the racists believe Black children are intellectually, morally and culturally inferior. But that many liberals believe it as well.
I’ve been in this game long enough to have come to the realization that there is little difference in the educational outcome for Black children if someone believes Black children are intellectually inferior, or those who blame poverty or dysfunctional families for the ‘inability’ of Black children to reach their God given potential. And truth is if you don’t have high expectations for Black children, the end result is a self-fulfilling prophecy.
But that’s just one jagged piece of this complex puzzle.
The other pertinent reality we must put on the table is the question of why Black children perform so much better at Black controlled schools that utilize an Africentric model? And what about those institutions in Milwaukee like Messmer, Hope and St. Marcus, which stress strong discipline and religious values?
It was just a few weeks ago that local educational expert Taki Raton posed that former question to an audience at Community Brainstorming, asking the audience why Black children attending dozens of small, under-funded Africentric schools around the country excelled in spite or despite their socioeconomic status? Raton provided irrefutable documentation that those models work.
But an Africentric curriculum isn’t the only viable option. Replace a strong cultural foundation with a value or spiritual based, mandated parental involvement and high expectations for all students and you end up with local stalwart institutions like Messmer and Hope, both of which not only have graduation rates in excess of 94%, but proficiency rates for students of all races which are essentially identical.
(For point of reference I’m not mentioning public school like King and Reagan solely because they have admission requirements that imply they can, and do, cream the best of the best. But they also strengthen my point that some schools outperform others in setting Black children on the path to academic achievement.)
So what is the secret, or the difference?
In the cases of the three private schools, poverty is not viewed as a mountainous handicap, but anthills to be stepped over en route to established goals of excellence. Teachers are goal oriented and mission driven. Parents are part of the educational partnership.
And least you think otherwise, the student populations at each of those schools is identical to the MPS student population—80 plus percent of the students are eligible for free lunches and nearly 70% come from single parent households.
One final point for your consideration as you work your way through this dichotomous phenomenon. Studies have shown that the average Asian student in America studies in excess of four hours each night. The average White child puts in about two hours. And the average Black child ‘dedicates’ less than 50 minutes to his or her educational endeavors.
You don’t have to be a genius to figure out the outcome of those varying degrees of dedication and discipline.
Social Development Commission and Kaplan University to Co-Host October 25th Event
Milwaukee County Supervisor Russell W. Stamper II invites job seekers from the 5th District to attend the “Employment, Training & Education Expo,” from 10 a.m. to 2 p.m. on Thursday, October 25, 2012 at the Washington Park Senior Center, 4420 W. Vliet Street in Milwaukee. Supervisor Stamper, the Social Development Commission (SDC) and Kaplan University are co-hosting the Expo.
“I am grateful that we are able to offer residents this resource to promote local, economic development,” said Supervisor Stamper. “Our expo in August was well-attended, and I expect turnout at this week’s Expo to be even greater.”
Supervisor Stamper, the SDC and Kaplan University encourage Expo attendees to arrive early, to dress professionally and to bring several copies of their resume to share with potential employers.
Anyone wishing to contact Supervisor Stamper about the Employment, Training & Education Expo or other matters can reach him at (414) 278-4201. Anyone wishing to receive additional information on employment opportunities through SDC can visit the agency’s website at cr-sdc.org, click on the “Programs” tab and then on the “W-2 Training Opportunities” link.