Are you trying to figure out what to name your next child? Check out the Social Security website's cool database.
Popularity of a Name:
To see how the popularity of a name has changed over time, enter the name and, optionally, the sex and number of years. Please note that the name you select must be in the top 1000 most popular names in order for the name to appear in the table produced by your request.
http://www.socialsecurity.gov/OACT/babynames/
Also check this website created by one of our readers. It allows you to see the popularity of a name in a color coded graphic/map format. It uses Soc Sec. data for the map:
http://www.babynamemap.com/
Sunday, May 11, 2008
National Charter School Policy Forum
Recently the U.S. Department of Education Celebrated the National Charter Schools Week, May 5-9, 2008. Check out highlights from the National Charter School Policy Forum.
A National Charter School Policy Forum designed to advance the understanding of American charter schools and discuss ways to increase their numbers, quality, and accountability was held Monday, May 5 at the U.S. Department of Education in Washington, DC.
The day-long forum drew about 100 leaders in the nation’s charter school movement, who were invited by U.S. Secretary of Education Margaret Spellings to share their thoughts about policies and practices and suggest how the Department and charter constituencies can support the next generation of charter schools. Monday’s event coincided with the first day of the 9th Annual National Charter Schools Week.
The agenda addressed the following topics and questions concerns:
The Intersection of Charter Schools and Philanthropy. How have major education philanthropies promoted the development of high-quality charter schools? How have the foundations promoted the scale-up of successful charter models? From the foundations’ perspectives, what are the indicators of a successful grantee? How have philanthropic efforts in the charter sector changed since the first charter schools were launched 15 years ago?
Increasing Charter School Capacity in Urban Areas. What policies and strategies have the potential to significantly increase the number of quality charter schools in big cities? What can mayors do to make their cities favorable environments for a strong charter sector? In states with charter school caps, what can be done to lift or modify them? How should authorizers fulfill a commitment to quality without over-regulating schools? What partnerships should urban schools develop?
Ensuring Charter School Quality over Mediocrity. What steps can policymakers, authorizers, and advocates take to define and promote high-quality charter schools and close bad charter schools? Is insufficient funding, especially for capital needs, constraining charter quality? What specific aspects of charter laws or policies restrain schools? What strategies are necessary to improve informed school choice by students and families?
During presentations from panelists and during question and answer sessions, key themes and challenges that emerged during the Policy Forum included the following:
The best way to attract more philanthropists and money to the charter school movement is to develop and then showcase terrific charter schools. Success breeds support.
Foundations lack a common set of measurements as to what constitutes a good charter school. While the foundations all focus on outcomes, they may focus on different outcomes. These inconsistencies can muddy efforts of the foundations and grantees alike to develop and evaluate the effectiveness of the charter schools.
Finding appropriate and affordable facilities for charter schools remains a key challenge for charter school developers. Tracking down adequate educational facilities is difficult and time-consuming.
Replicating good charter schools requires careful attention to many variables. As one forum participant explained, 20 people can replicate one charter school model and come back with “wildly different results.” The finances, the talent of the staff, the school leadership, the program, and the ambiance are among the many factors that together contribute to a charter school’s success.
Finding and keeping a high-quality staff, as well as the need to address special education issues in charter schools, are two more big challenges for the charter school community. Paul Pastorek, Superintendent of the Louisiana State Department of Education, spelled out the latter challenge in a keynote address. He talked to forum participants about the special needs of students in New Orleans schools since Hurricane Katrina.
During the past decade, the debate about charter schools has shifted its focus from innovation to quality. This change aligns the charter school movement more closely with the goals of the landmark No Child Left Behind legislation.
Information disseminated about charter schools needs to become more unified, disciplined, and sophisticated. The opponents of charter schools have done a better job at incorporating these qualities into its dissemination efforts than have charter school supporters.
Developing high-quality charter schools requires a longer time frame than many developers had anticipated. “We aren’t as far as we had expected,” one forum participant admitted. That being said, he continued, “We’re in this for the long haul. It’s not a sprint, but a marathon.”
The public policy environment must be changed in order to support the creation and replication of more high-quality charter schools and the closure of under-performing charters. In the current environment, some state and local laws, regulations, and practices hinder the growth of charter schools and enable some that are mediocre at best to continue operating.
A stronger infrastructure is needed to nourish existing charter schools. A more comprehensive system of support with everything from the finances to the facilities to the curriculum in charter schools can greatly improve their chances for long-term success.
The U.S. Department of Education plans to build on the Forum conversation to develop a policy paper to frame and guide future charter school discussion and activities. The paper is scheduled for release in the late summer.
You may subscribe to this charter school listserv message by visiting http://www.ed.gov/programs/charter/csplist.html.
A National Charter School Policy Forum designed to advance the understanding of American charter schools and discuss ways to increase their numbers, quality, and accountability was held Monday, May 5 at the U.S. Department of Education in Washington, DC.
The day-long forum drew about 100 leaders in the nation’s charter school movement, who were invited by U.S. Secretary of Education Margaret Spellings to share their thoughts about policies and practices and suggest how the Department and charter constituencies can support the next generation of charter schools. Monday’s event coincided with the first day of the 9th Annual National Charter Schools Week.
The agenda addressed the following topics and questions concerns:
The Intersection of Charter Schools and Philanthropy. How have major education philanthropies promoted the development of high-quality charter schools? How have the foundations promoted the scale-up of successful charter models? From the foundations’ perspectives, what are the indicators of a successful grantee? How have philanthropic efforts in the charter sector changed since the first charter schools were launched 15 years ago?
Increasing Charter School Capacity in Urban Areas. What policies and strategies have the potential to significantly increase the number of quality charter schools in big cities? What can mayors do to make their cities favorable environments for a strong charter sector? In states with charter school caps, what can be done to lift or modify them? How should authorizers fulfill a commitment to quality without over-regulating schools? What partnerships should urban schools develop?
Ensuring Charter School Quality over Mediocrity. What steps can policymakers, authorizers, and advocates take to define and promote high-quality charter schools and close bad charter schools? Is insufficient funding, especially for capital needs, constraining charter quality? What specific aspects of charter laws or policies restrain schools? What strategies are necessary to improve informed school choice by students and families?
During presentations from panelists and during question and answer sessions, key themes and challenges that emerged during the Policy Forum included the following:
The best way to attract more philanthropists and money to the charter school movement is to develop and then showcase terrific charter schools. Success breeds support.
Foundations lack a common set of measurements as to what constitutes a good charter school. While the foundations all focus on outcomes, they may focus on different outcomes. These inconsistencies can muddy efforts of the foundations and grantees alike to develop and evaluate the effectiveness of the charter schools.
Finding appropriate and affordable facilities for charter schools remains a key challenge for charter school developers. Tracking down adequate educational facilities is difficult and time-consuming.
Replicating good charter schools requires careful attention to many variables. As one forum participant explained, 20 people can replicate one charter school model and come back with “wildly different results.” The finances, the talent of the staff, the school leadership, the program, and the ambiance are among the many factors that together contribute to a charter school’s success.
Finding and keeping a high-quality staff, as well as the need to address special education issues in charter schools, are two more big challenges for the charter school community. Paul Pastorek, Superintendent of the Louisiana State Department of Education, spelled out the latter challenge in a keynote address. He talked to forum participants about the special needs of students in New Orleans schools since Hurricane Katrina.
During the past decade, the debate about charter schools has shifted its focus from innovation to quality. This change aligns the charter school movement more closely with the goals of the landmark No Child Left Behind legislation.
Information disseminated about charter schools needs to become more unified, disciplined, and sophisticated. The opponents of charter schools have done a better job at incorporating these qualities into its dissemination efforts than have charter school supporters.
Developing high-quality charter schools requires a longer time frame than many developers had anticipated. “We aren’t as far as we had expected,” one forum participant admitted. That being said, he continued, “We’re in this for the long haul. It’s not a sprint, but a marathon.”
The public policy environment must be changed in order to support the creation and replication of more high-quality charter schools and the closure of under-performing charters. In the current environment, some state and local laws, regulations, and practices hinder the growth of charter schools and enable some that are mediocre at best to continue operating.
A stronger infrastructure is needed to nourish existing charter schools. A more comprehensive system of support with everything from the finances to the facilities to the curriculum in charter schools can greatly improve their chances for long-term success.
The U.S. Department of Education plans to build on the Forum conversation to develop a policy paper to frame and guide future charter school discussion and activities. The paper is scheduled for release in the late summer.
You may subscribe to this charter school listserv message by visiting http://www.ed.gov/programs/charter/csplist.html.
Minority scholarships, programs and internship information for Youths
See info from Black Data Processors and other links
Thanks to so many of you, we have received numerous scholarships, programs and internship information for Youths. Instead of going through the process of re-sending emails, our webmaster compiled the information. Please reference link for application and additional information regarding these excellent programs. http://www.bdpa-ny.org/students.htm
Also this link has information for scholarships. http://www.betf.org/scholarships/related_scholarships.html
Thanks,BDPA-NY Executive Team
Thanks to so many of you, we have received numerous scholarships, programs and internship information for Youths. Instead of going through the process of re-sending emails, our webmaster compiled the information. Please reference link for application and additional information regarding these excellent programs. http://www.bdpa-ny.org/students.htm
Also this link has information for scholarships. http://www.betf.org/scholarships/related_scholarships.html
Thanks,BDPA-NY Executive Team
Friday, May 2, 2008
Natl $6B Reading First Program -Rated Ineffective by Evaluators
Summary of Reading First Interim Report:
Created under the No Child Left Behind Act (NCLB) of 2001, the Reading First program provides assistance to states and districts in using research-based reading programs and instructional materials for students in kindergarten through third grade and in introducing related professional development and assessments. The program's purpose is to ensure that increased proportions of students read at or above grade level, have mastery of the essential components of early reading, and that all students can read at or above grade level by the end of grade 3. The law requires that an independent, rigorous evaluation of the program be conducted to determine if the program influences teaching practices, mastery of early reading components, and student reading comprehension. This interim report presents the impacts of Reading First on classroom reading instruction and student reading comprehension during the 2004-05 and 2005-06 school years.
The evaluation found that Reading First did have positive, statistically significant impacts on the total class time spent on the five essential components of reading instruction promoted by the program. The study also found that, on average across the 18 study sites, Reading First did not have statistically significant impacts on student reading comprehension test scores in grades 1-3. A final report on the impacts from 2004-2007 (three school years with Reading First funding) and on the relationships between changes in instructional practice and student reading comprehension is expected in late 2008.
To view the full report, visit this website:
http://ies.ed.gov/ncee/pubs/20084016/index.asp
Created under the No Child Left Behind Act (NCLB) of 2001, the Reading First program provides assistance to states and districts in using research-based reading programs and instructional materials for students in kindergarten through third grade and in introducing related professional development and assessments. The program's purpose is to ensure that increased proportions of students read at or above grade level, have mastery of the essential components of early reading, and that all students can read at or above grade level by the end of grade 3. The law requires that an independent, rigorous evaluation of the program be conducted to determine if the program influences teaching practices, mastery of early reading components, and student reading comprehension. This interim report presents the impacts of Reading First on classroom reading instruction and student reading comprehension during the 2004-05 and 2005-06 school years.
The evaluation found that Reading First did have positive, statistically significant impacts on the total class time spent on the five essential components of reading instruction promoted by the program. The study also found that, on average across the 18 study sites, Reading First did not have statistically significant impacts on student reading comprehension test scores in grades 1-3. A final report on the impacts from 2004-2007 (three school years with Reading First funding) and on the relationships between changes in instructional practice and student reading comprehension is expected in late 2008.
To view the full report, visit this website:
http://ies.ed.gov/ncee/pubs/20084016/index.asp
Saturday, April 12, 2008
New Jersey Eighth-Graders Tops in the Nation in Writing
New Jersey Eighth-Graders Tops in the Nation in Writing
New Jersey eighth-graders are the best writers in the nation for their grade level, according to results from the National Assessment of Educational Progress (NAEP) tests given last winter, Education Commissioner Lucille E. Davy announced today.
In their first year taking the writing test, eighth-graders at 111 schools throughout New Jersey scored statistically better than all but one of the 45 states that participated in the writing test, according to the National Center for Educational Statistics.
“It is gratifying to see such a strong performance by our eighth-grade students,” said Governor Jon S. Corzine. “Effective writing skills are an essential element of competing and being successful in the 21st century economy and I am indeed pleased that the efforts of all of our educators are yielding such positive results.”
While New Jersey’s score was better than Connecticut’s, the difference was not statistically significant. New Jersey’s average scale score was 175, which is higher than the national average of 154. According to 2007 NAEP results, New Jersey eighth-graders performed better than their peers nationwide in the major subgroups tested: male, female, white, black, Hispanic, Asian/Pacific Islander, eligible for the National Lunch Program and not eligible for the National Lunch Program.
“Dating back to 1985, we have assessed our students’ ability to write as part of the Language Arts Literacy standardized tests,” Education Commissioner Lucille E. Davy said. “Every one of our standardized tests contains a written section. None of this happens overnight – these results stem from a continued focus on educational reforms and best practices. Our students understand what is expected of them and in this case, they achieved phenomenal results.
“The NAEP test is the only real national comparison to see how states stack up against one another,” Commissioner Davy continued. “To see these results – to be the best in the nation – is an incredible accomplishment. Our eighth-grade students have demonstrated they have a good foundation upon which they can build continued success.”
New Jersey students typically fare well on the NAEP tests. While NAEP didn’t test fourth-grade in writing in 2007, Gov. Corzine did laud fourth-graders for their success on both the reading and math tests when the results were announced in September:
§ In reading, New Jersey students trailed only Massachusetts and tied with three other states – Vermont, Connecticut and New Hampshire.
§ New Jersey fourth-grade math students fared better than students in every state in the nation except Vermont, New Hampshire, Minnesota and Kansas. As in the reading results, only Massachusetts scored higher.
“The findings of this study exemplify our commitment to improving educational attainment in our elementary schools,” Gov. Corzine said in September. “We equate our increases to sound preschool and early childhood education programs in New Jersey. They are providing our youngest students with a solid foundation of basic fundamentals, and the efforts are achieving positive results.” This is the first year New Jersey has participated in the NAEP writing test, which was given in January and February of last year. The score scale for the writing test is from 0 to 300 and is broken into four categories: below basic, basic, proficient and advanced proficient.
Among the key findings announced today:
§ The percentage of total students in New Jersey that performed at or above the proficient level (56 percent) is higher than the national average (31 percent);
§ New Jersey eighth-graders scored better than all states except Connecticut in the following categories: overall score, whites and males;
§ 98 percent of the white students who took the test scored at grade level;
§ Hispanic students scored slightly higher (162) than all other states except Wyoming (153) – according to the NCES, scores of 162 and 153 are not statistically different from one another for the NAEP test; and
§ New Jersey’s students with disabilities average scale score (139) was better than the national average (118), on par with Massachusetts and Connecticut and better than all other states that participated.
African-American students in New Jersey scored comparable to the national average on the test (152 versus 154) and better than the national average for the demographic.
While the majority of the findings are good news for New Jersey, Commissioner Davy said the gap between white and African-American student scores (32 points, which is greater than the national average of 22 points) needs to be addressed.
“While our African-American students scored on par with the national average, there is still work to be done,” the Commissioner said. “DOE has already implemented a Middle Schools to Watch program that will share best practices statewide. Also, through our new state monitoring system, we continue to pinpoint what is working and what isn’t. We are confident we will see improvement.”
The writing NAEP assessment is administered every four years at randomly selected schools. The writing test is voluntary. This year, Alaska, Maryland, Nebraska, Oregon, South Dakota and the District of Columbia chose not to participate.
NAEP does not provide scores for individual students or schools, but offers results regarding instructional experiences, school environment for populations of students (for example, fourth-graders and eighth-graders) and subgroups of those populations (for example, male students, students with disabilities).
For more information, please contact the Department of Education Public Information Office at (609) 292-1126.
New Jersey eighth-graders are the best writers in the nation for their grade level, according to results from the National Assessment of Educational Progress (NAEP) tests given last winter, Education Commissioner Lucille E. Davy announced today.
In their first year taking the writing test, eighth-graders at 111 schools throughout New Jersey scored statistically better than all but one of the 45 states that participated in the writing test, according to the National Center for Educational Statistics.
“It is gratifying to see such a strong performance by our eighth-grade students,” said Governor Jon S. Corzine. “Effective writing skills are an essential element of competing and being successful in the 21st century economy and I am indeed pleased that the efforts of all of our educators are yielding such positive results.”
While New Jersey’s score was better than Connecticut’s, the difference was not statistically significant. New Jersey’s average scale score was 175, which is higher than the national average of 154. According to 2007 NAEP results, New Jersey eighth-graders performed better than their peers nationwide in the major subgroups tested: male, female, white, black, Hispanic, Asian/Pacific Islander, eligible for the National Lunch Program and not eligible for the National Lunch Program.
“Dating back to 1985, we have assessed our students’ ability to write as part of the Language Arts Literacy standardized tests,” Education Commissioner Lucille E. Davy said. “Every one of our standardized tests contains a written section. None of this happens overnight – these results stem from a continued focus on educational reforms and best practices. Our students understand what is expected of them and in this case, they achieved phenomenal results.
“The NAEP test is the only real national comparison to see how states stack up against one another,” Commissioner Davy continued. “To see these results – to be the best in the nation – is an incredible accomplishment. Our eighth-grade students have demonstrated they have a good foundation upon which they can build continued success.”
New Jersey students typically fare well on the NAEP tests. While NAEP didn’t test fourth-grade in writing in 2007, Gov. Corzine did laud fourth-graders for their success on both the reading and math tests when the results were announced in September:
§ In reading, New Jersey students trailed only Massachusetts and tied with three other states – Vermont, Connecticut and New Hampshire.
§ New Jersey fourth-grade math students fared better than students in every state in the nation except Vermont, New Hampshire, Minnesota and Kansas. As in the reading results, only Massachusetts scored higher.
“The findings of this study exemplify our commitment to improving educational attainment in our elementary schools,” Gov. Corzine said in September. “We equate our increases to sound preschool and early childhood education programs in New Jersey. They are providing our youngest students with a solid foundation of basic fundamentals, and the efforts are achieving positive results.” This is the first year New Jersey has participated in the NAEP writing test, which was given in January and February of last year. The score scale for the writing test is from 0 to 300 and is broken into four categories: below basic, basic, proficient and advanced proficient.
Among the key findings announced today:
§ The percentage of total students in New Jersey that performed at or above the proficient level (56 percent) is higher than the national average (31 percent);
§ New Jersey eighth-graders scored better than all states except Connecticut in the following categories: overall score, whites and males;
§ 98 percent of the white students who took the test scored at grade level;
§ Hispanic students scored slightly higher (162) than all other states except Wyoming (153) – according to the NCES, scores of 162 and 153 are not statistically different from one another for the NAEP test; and
§ New Jersey’s students with disabilities average scale score (139) was better than the national average (118), on par with Massachusetts and Connecticut and better than all other states that participated.
African-American students in New Jersey scored comparable to the national average on the test (152 versus 154) and better than the national average for the demographic.
While the majority of the findings are good news for New Jersey, Commissioner Davy said the gap between white and African-American student scores (32 points, which is greater than the national average of 22 points) needs to be addressed.
“While our African-American students scored on par with the national average, there is still work to be done,” the Commissioner said. “DOE has already implemented a Middle Schools to Watch program that will share best practices statewide. Also, through our new state monitoring system, we continue to pinpoint what is working and what isn’t. We are confident we will see improvement.”
The writing NAEP assessment is administered every four years at randomly selected schools. The writing test is voluntary. This year, Alaska, Maryland, Nebraska, Oregon, South Dakota and the District of Columbia chose not to participate.
NAEP does not provide scores for individual students or schools, but offers results regarding instructional experiences, school environment for populations of students (for example, fourth-graders and eighth-graders) and subgroups of those populations (for example, male students, students with disabilities).
For more information, please contact the Department of Education Public Information Office at (609) 292-1126.
Thursday, April 10, 2008
Microsoft's DigiGirlz High Tech Camps in NY
YOU MAY BE INTERESTED IN THIS OPPORTUNITY FOR YOUNG WOMEN/YOUTH Microsoft is now accepting applications to Microsoft's DigiGirlz High Tech Camps. This camp was developed to provide girls with a better understanding of what a career in technology is all about. The experience provides opportunities to learn about careers in technology, talk with Microsoft employees about their life experiences, and enjoy hands-on computer and technology workshops. The camp is FREE and includes breakfast and lunch for the participants. Applications are due May 30, 2008. Acceptance will be announced by June 13, 2008. Camps are held in numerous locations around the country this year. New York State location is: Stony Brook. Date: July 14-16 (3 days) Participants Can Expect: · Hands-on learning sessions to educate · Keynote Speaker series to inspire · Career/technology tours to heighten awareness · Resume and interview workshops to prepare · Employee panels to answer questions Application Details In addition to providing contact information, the girls will be asked to answer two essay questions. After being selected into the program, they will receive a packet of information with additional forms for completion. They will also be asked to submit a letter of recommendation from a teacher or counselor. The documents must be completed and returned in order to be fully registered for the camp. Girls must currently be in 9th -12th grade to be eligible. For more information: https://www.microsoft.com/about/diversity/programs/camps.mspx.
Friday, March 7, 2008
College Summer Programs for black males
Call for Applications
The Institute for Responsible Citizenship is currently accepting applications for its summer programs in Washington, DC and New York City. The program in Washington focuses on public service, with most participants interested in careers in law, politics, and business. The New York City program focuses on career achievement and citizenship in the financial services industry.Washington Program DetailsEach summer, twenty-four of the most promising black male college sophomores in the country are given the chance to intern in the nation's capital while taking rigorous classes at Georgetown University. The courses in government and economics are designed to provide these young men with the skills necessary to critically analyze the world's problems while adhering to a deep respect for civil liberties. When the students are not in class or at work, they are often called upon to attend social functions designed to help them network in their field. Personal meetings with such leaders as Colin Powell, John Lewis, and Clarence Thomas are made possible by the intimate nature of the program.
The program runs from the first Sunday in June to the last Saturday in July and is a two-summer commitment (accommodations are made for students on the quarter system). During their first summer, students' primary responsibilities outside of their internships are their academic courses. The following summer, in addition to their internships, mentorship with the latest cohort of Institute students and professional development become priorities.Tuition and housing are paid for by the Institute, while students are expected to pay for their transportation and food. In addition, those not placed in paid internships will receive a stipend in the amount of $3000. You should be a sophomore to apply, however, juniors are considered if they are committed to attending graduate or professional school directly following their senior year.
The average GPA for participants is a 3.65. A competitive applicant will have a strong GPA along with a track record of service to others. There are no academic major requirements for the Washington Program.
Financial Services Program DetailsThe Institute for Responsible Citizenship is excited to announce a new program in conjunction with KPMG, one of the foremost accounting firms in the country. This year, KPMG was ranked among the top 100 companies to work for by Fortune Magazine, and ranked 37th among large-size companies. More information about KPMG can be found at http://www.kpmgcareers.com. Twelve black male college sophomores will be selected to take part in this year’s program. The program runs from the first Sunday in June until the last Saturday in July.
Students selected for this opportunity will spend the summer in New York City and work at the company's headquarters for eight weeks. The twelve young men will live together in housing provided for program participants. Students will be placed in the departments of Audit, Tax, or Advisory Services and be paired with a high-level executive to work with for the summer. Exemplary performance will be rewarded with an invitation to return for a second summer and possibly result in full-time employment following graduation.Other program highlightsSalary of $21 per hour (2007 rate), while working full-time Laptop provided for duration of program Possible international travel Seminar series for academic credit Students majoring in Finance, Accounting, or Management Information Systems with a cumulative GPA of 3.5 or better should send their applications in for the Financial Services Program.
More information about both programs, along with the application, can be found at http://www.i4rc.org/programs.htm. The application deadlines for both programs are:Early Decision – November 1Regular Decision – February 1*Application deadline extended to March 18 for Financial Services Program. Inquiries should be directed to info@i4rc.org or (202) 659-2831. Those considering applying are highly encouraged to review the website in detail and contact our office with any questions before submitting an application.
The Institute for Responsible Citizenship is currently accepting applications for its summer programs in Washington, DC and New York City. The program in Washington focuses on public service, with most participants interested in careers in law, politics, and business. The New York City program focuses on career achievement and citizenship in the financial services industry.Washington Program DetailsEach summer, twenty-four of the most promising black male college sophomores in the country are given the chance to intern in the nation's capital while taking rigorous classes at Georgetown University. The courses in government and economics are designed to provide these young men with the skills necessary to critically analyze the world's problems while adhering to a deep respect for civil liberties. When the students are not in class or at work, they are often called upon to attend social functions designed to help them network in their field. Personal meetings with such leaders as Colin Powell, John Lewis, and Clarence Thomas are made possible by the intimate nature of the program.
The program runs from the first Sunday in June to the last Saturday in July and is a two-summer commitment (accommodations are made for students on the quarter system). During their first summer, students' primary responsibilities outside of their internships are their academic courses. The following summer, in addition to their internships, mentorship with the latest cohort of Institute students and professional development become priorities.Tuition and housing are paid for by the Institute, while students are expected to pay for their transportation and food. In addition, those not placed in paid internships will receive a stipend in the amount of $3000. You should be a sophomore to apply, however, juniors are considered if they are committed to attending graduate or professional school directly following their senior year.
The average GPA for participants is a 3.65. A competitive applicant will have a strong GPA along with a track record of service to others. There are no academic major requirements for the Washington Program.
Financial Services Program DetailsThe Institute for Responsible Citizenship is excited to announce a new program in conjunction with KPMG, one of the foremost accounting firms in the country. This year, KPMG was ranked among the top 100 companies to work for by Fortune Magazine, and ranked 37th among large-size companies. More information about KPMG can be found at http://www.kpmgcareers.com. Twelve black male college sophomores will be selected to take part in this year’s program. The program runs from the first Sunday in June until the last Saturday in July.
Students selected for this opportunity will spend the summer in New York City and work at the company's headquarters for eight weeks. The twelve young men will live together in housing provided for program participants. Students will be placed in the departments of Audit, Tax, or Advisory Services and be paired with a high-level executive to work with for the summer. Exemplary performance will be rewarded with an invitation to return for a second summer and possibly result in full-time employment following graduation.Other program highlightsSalary of $21 per hour (2007 rate), while working full-time Laptop provided for duration of program Possible international travel Seminar series for academic credit Students majoring in Finance, Accounting, or Management Information Systems with a cumulative GPA of 3.5 or better should send their applications in for the Financial Services Program.
More information about both programs, along with the application, can be found at http://www.i4rc.org/programs.htm. The application deadlines for both programs are:Early Decision – November 1Regular Decision – February 1*Application deadline extended to March 18 for Financial Services Program. Inquiries should be directed to info@i4rc.org or (202) 659-2831. Those considering applying are highly encouraged to review the website in detail and contact our office with any questions before submitting an application.
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