IBM is helping North Carolina reach its Race To The Top Grant goals in collaboration with Communities In Schools of North Carolina (CIS) in school districts across the northeastern part of the state. Although the state dropout rate continues to decline, this collaborative public-private partnership among CIS, IBM and the State Department of Public Instruction will help some of our state’s most challenged school districts provide resources and training to enhance their ability to provide a better education for their students.
The IBM/CIS partnership brings new resources to support both leadership and early learning in counties in northeastern North Carolina. Earlier in the fall, the collaboration resulted in IBM’s contributing 50 Young Explorer™ computer learning centers to five counties. As part of the Race to The Top Early Learning Challenge, thousands of young children are having fun and learning STEM (Science, Technology, Engineering and Mathematics) concepts thanks to the bilingual (English and Spanish) software that’s part of IBM’s Young Explorer™ donation. Each Young Explorer™ is a computer housed in brightly-colored, child-friendly Little Tikes™ furniture, and is equipped with award-winning educational software. Teachers also have access to IBM’s KidSmart Early Learning website. In addition, IBM is providing Reading Companion training to teachers in several school districts, to promote literacy using IBM’s innovative voice-recognition technology that helps children and adults learn how to read in English.
IBM has just announced that it is awarding early childhood education improvement grants of technology, services and cash valued at $1.3 million to five U.S. states (Maryland, Massachusetts, Minnesota, North Carolina, Rhode Island) whose progressive and successful early education programs have been recognized as exemplary by the federal government.
Maura Banta, Director of Global Citizenship Initiatives in Education, comments below
about IBM’s history of supporting innovation in education.
IBM has a strong track record of partnering with government agencies and non-profits on pressing issues in education. The task is simply to understand how we might best apply our thought leadership – in addition to software and services – to improve access to quality education for all students. The U.S. Department of Education’s Race to the Top – Early Learning Challenge grant program provided an opportunity for us to align our efforts with the highest priorities of the qualifying states.
Understanding the many needs in early childhood education and focusing on the action plans identified by the states has been key to our 2012 partnerships, as well as our plans for 2013. So whether it has been the quality rating systems, infrastructure support, increased access to evidence-based information, the focus on transformation zones or
age-appropriate technology access for young learners, we have aligned our resources to advance the states’ agendas. IBM is proud to remain engaged as we enable improvement efforts with our reading recognition software called Reading Companion as well as our Young Explorer™ literacy and numeracy computer learning centers – donated as part of our KidSmart early-learning initiative. Services grants in leadership, Social Media and Project Management also are part of the plan.
The bottom line is that we can articulate both the challenges and the opportunities in improving early childhood education. We will encourage other companies and foundations to likewise engage, and will continue to be focused on improved outcomes for young learners.
Maura Banta is Director of Global Citizenship Initiatives in Education with IBM Corporate Citizenship & Corporate Affairs.
IBM’s donation of 45 Young Explorer™ computer learning centers to the Early Childhood Center at Borough of Manhattan Community College (BMCC) and 13 additional City University of New York (CUNY) campus child care centers is helping 3- to 7-year olds get
a leg up on math and science while their parents complete their college degrees. The CUNY grant is part of IBM’s $4.3 million initiative to provide more than 1,700 computer learning centers and teaching curricula to schools and nonprofit organizations nationwide that provide services to disadvantaged students.
With U.S. community college graduation rates averaging only 26 percent – 28 percent for New York City – affordable, high-quality child care is essential to parents pursuing postsecondary education. Thirty percent of CUNY students work more than 20 hours per week in addition to attending college, so programs such as BMCC’s Early Childhood Center can be critical to their earning a degree. The availability of affordable child care and Young Explorer™ technology enables BMCC students to train for tomorrow’s careers while their children explore math and science concepts on the same campus.
Throughout the CUNY system, thousands of young children are having fun and learning STEM (Science, Technology, Engineering, Mathematics) concepts thanks to the bilingual (English and Spanish) software that’s part of IBM’s Young Explorer™ donation. Each Young Explorer™ is a computer housed in brightly-colored, child-friendly Little Tikes™ furniture, and is equipped with award-winning educational software. In addition, the nearly 100 teachers at CUNY’s child care centers have access to online resources through IBM’s KidSmart Early Learning website.
The collaboration between CUNY and KidSmart delivers a host of social and economic benefits. Young children get an early start developing the skills they’ll need for future success. Struggling parents get the support they need to help finish their education, participate more fully in the economy, and contribute more to their communities. And teachers get access to a leading-edge educational tool to help build and sharpen their skills. It’s a smarter approach to education to help build a smarter city.
Doris González is Senior Program Manager, IBM Corporate Citizenship & Corporate Affairs and leads KidSmart and Reading Companion – two of IBM’s global early learning and literacy initiatives.
Studies have shown that early exposure to mathematics and science lead to educational success in later years. When children are engaged in rich learning activities that foster key math, science and language skills in a fun and interactive way – sometimes not even being aware of how much they are learning in the process – the results can be magical. Since 1998, IBM’s KidSmart Early Learning Program has helped educators incorporate technology into early learning classrooms with innovative teaching activities that make learning fun. KidSmart helps teachers foster in young children a love of math, science, reading, and working collaboratively that will be essential to their continued success.
At the core of the KidSmart program is Young Explorer™ – a computer housed in brightly colored, child-friendly Little Tikes™ furniture, and equipped with award-winning educational software that helps children learn about and explore concepts in math, science, and language. IBM’s grant of 75 Young Explorers™ to Pre-K classrooms in Newark will help launch the city’s young children toward a successful educational experience. The $180,000 investment, which is being distributed by United Way, is part of IBM’s $4.3 million nationwide initiative to provide more than 1,700 Young Explorers™ and accompanying program materials to schools and nonprofit organizations that serve disadvantaged children.
Giving students a positive learning experience with STEM-related activities as early as possible helps lay a solid foundation for their future success. The U.S. Department of Commerce reports that STEM (Science, Technology, Engineering, Mathematics) jobs have grown three times faster than non-STEM opportunities over the last 10 years. With STEM proficiency, even workers without college degrees or high school diplomas will earn an average of 36 percent more than their non-STEM contemporaries. And throughout the current economic crisis – when unemployment rates have reached as high as 10 percent in the general population, and double that among historically underserved populations – joblessness among STEM workers has held steady at 5.3 percent. So when we look ahead at the labor market projections, it becomes clear that it’s never too early to begin our children’s instruction in science and math.
I testified today before the U.S. House of Representatives Subcommittee on Research and Science Education about IBM’s commitment to address the issue of national decline in math, science and engineering and its implications for America’s labor force. The Subcommittee on Research and Science Education oversees all matters related to science policy and science education. In my remarks, I noted that over the last 20 years IBM has been one of the leading corporate contributors of cash, technology and IT services to non-profit organizations and educational institutions around the world. During that time, IBM’s most effective grants and partnerships have been those that focus on our unique offerings – leveraging our software, hardware, technical services and expertise. In addition, IBM has been most successful when designing initiatives to bring our employees’ skills and experience into the classroom to interact directly with students, teachers and administrators.
Leading examples of IBM’s approach to “smarter education” are our Transition to Teaching program for retiring employees, and our partnership with civic and education leaders to create New York City’s Pathways in Technology Early College High School (P-TECH) – an innovative grades nine through 14 institution that confers both the high school diploma and a no-cost associate degree in technology. P-TECH prepares graduates for entry-level positions with IBM and other leading technology companies. More than 100 IBMers are participating in Transition to Teaching, which helps prepare them for a second career teaching math and science. And the P-TECH model has garnered the attention of the White House and of city leaders across the country who seek to replicate the school’s success in their districts.
Education and employment in science, technology, engineering, and math (STEM) is a vital component of the American economy, and the private sector can play an important role in closing the gap between where we are and where we need to be. Workers in STEM occupations out earn their peers, enjoy long and stable careers, and represent the next generation of global innovators. But our economic growth is threatened by a severe shortage of math and science teachers, and by shortfalls in STEM academic achievement – particularly in historically underrepresented communities already bearing the brunt of tough economic times. The solution lies in a collaborative and multi-faceted approach to improving STEM education at all levels – from replacing retiring math and science teachers, to strengthening the skills of current educators, to forging private sector partnerships with schools and communities to ensure that our students can make the transition from education to industry.
Watch the archived webcast of my House Subcommittee Testimony to learn more about IBM’s commitment to smarter education.
In October 2011, 95 IBM mentors met with their protégés at New York’s Pathways in Technology Early College High School (P-TECH) for the first time. P-TECH is a new model grades 9 through 14 school located in the Crown Heights section of Brooklyn, and many of its students will be the first in their families to attain the associate degree they’ll receive along with their high school diplomas. It’s going to be a long haul for the ninth graders of P-TECH’s inaugural class, their teachers and their mentors. But if P-TECH’s remarkable 100% attendance rate, the inspired leadership of the school’s principal and teachers, and the dedication of IBM’s volunteer mentors is any indication, those years will be full of promise and reward. IBMer Christine Vu was one of the mentors who visited P-TECH.
Christine’s story: “When I asked my protégé Indica why she enrolled in P-TECH, the most striking thing she said was ‘Other classmates and I would be the first graduating class, and to me I find that to be something big.’ Indica’s words made me think: It is big! Aside from graduating with a high school diploma and an associate degree in technology, Indica will have the opportunity to shape and define what this academic experiment will look like, and help determine whether it can be successful for future students in New York and around the country.
What Indica said also made me wonder what impact I would have as her mentor. I think the act of mentorship is as much about fulfilling the role you wish someone had played in your life when you were younger as it is about giving to others. When I was in high school, I had a challenging and rigorous schedule filled with AP classes and extracurricular activities. But this left little time for me to engage with teachers or other adults on what was happening in the greater society. It seemed like there was no one to challenge my thoughts and ideas, or to help me visualize my future as an adult or as a professional. I ended up forming these impressions through the process of trial and error during college.
While Indica and I are different people from different backgrounds, she has many of the same dreams and goals that I had at her age. Indica wants to learn and to grow, and to be successful in all aspects of her life. After visiting P-TECH, I am confident that Indica will have the lesson plans and resources she’ll need to build up her technical knowledge and skills.
Meanwhile, I plan to be available when Indica has the ‘other’ questions such as ‘How important are internships?’, ‘Why should I vote?’, or ‘Do I really need to spell check?’”
- Watch the CNN Video coverage of the P-TECH Mentor Event
- Visit IBM MentorPlace
- “Volunteerism and Citizenship: One Mentor’s Story” by Ethan McCarty
- “Degrees Remain Elusive for Most Community College Students” by Stanley S. Litow, President, IBM International Foundation