Broadening Engagement, Howard West!!

The story of this project was hidden in the political machinations going forward in Black History Month.


Action speaks louder than words.

I am one of several people who have been involved in actions with those working in social justice and digital equity to do Broadening Engagement that will help to change the face of computing.

This is ideational scaffolding and a dream come true for us who worried about ways to get HBCU’s and other minority serving institutions involved in significant ways in the technology world. For us the Google project is a dream come true.

They said

“We envisioned this program with bold outcomes in mind—to advance a strategy that leverages Howard’s high quality faculty and Google’s expertise.”


Google Finds a Way!!

Alphabet Inc.’s GOOGL Google has partnered with Howard University to offer black software engineers a chance to learn from a new program called “Howard West”.

The Problem?The goal of the Broader Engagement (BE) program is to increase the participation of individuals who have been traditionally underrepresented in high performance computing (HPC), including African-Americans, Hispanics, Native Americans, Alaska Natives, Native Hawaiians, Pacific Islanders and other underrepresented groups around the world, as well as women and people with disabilities.

In Supercomputing the conferences ,the program offers special activities to engage and support a diverse community of experts, newcomers and learners in the conference and in HPC.The BE program had several educational, networking and informational sessions . For many of us, the SC Conference was the only invitation to participate that was well known.

Google sidesteps the usual with a pilot project. Howard West  It’s exciting!!

Here is how it will work.

The first 12-week batch consisting of 25 to 30 juniors and seniors in Howard’s computer science program will commence this summer with numbers expected to increase in future semesters.

Candidates have to apply and get accepted to the program, following which they will receive stipend and school credits.

Howard targets 740 students within the next five years. The broader plan is to extend the program to other historically black colleges and universities (HBCUs) going forward.

Here is how it is reported in Atlanta Black Star and the Atlanta Journal and Constitution.

In a push to encourage diversity in the tech world, Google announced Thursday that it was opening a campus for students from Howard University —a historically black college and university (HBCU) — to immerse themselves in the world of coding and engineering at its Silicon Valley headquarters.

The outpost, called “Howard West,” invites rising junior and senior computer science majors to Mountain View, California, for a three-month program where they will work with black Google tech employees, take computer science classes and indulge in Google’s famous perks, such as free food. * The reporter may not have been involved in any of Google’s programs. Food is just a very small part of the amenities.

Tuition will be paid in full by private donors and the university. The students will will receive a summer stipend, and their housing costs will be covered.

The new program launches this summer with a group of 25 computer science majors from Howard.

In addition to expanding the program to other HBCUs in the future, Howard University president Wayne Frederick hopes to retain students in the field who may not have the financial means to continue their studies.

According to the company’s 2016 diversity index, black employees account for just 1 percent of Google’s technology employees and only 2 percent of its overall employees.

Extension of Google’s Residence Program

With the Howard West program, Google is extending its Google in Residence (GIR) program. Under GIR, Google engineers teach on-job skills to students of Howard University and other HBCUs at their own campuses. With more than one third of America’s black computer sciences graduates coming from HBCUs, Google has been partnering with Howard and other HBCUs through Google in Residence (GIR), a program that places Google engineers as faculty at HBCUs. ( Historic Black Colleges and Universities.

The Howard West program will do the same at Google’s Mountain View, CA campus and its teachers include Google engineers and Howard University faculty.



Google Aims at Workplace Diversity with Howard West Program

Howard University opens a new campus at the Googleplex ( Google Blog)

We Should Be A Nation of Digital Opportunity for All

ISTE has a wonderful template of the digital age learner. It works for those students lucky enough to be in the right environment, the right school, and with a teacher who is looking toward the future with academic support of new technology.

standards-poster-500full Here is the template. It is gorgeous. Get it for your school, for your community and for those who are interested in helping to create digital age learners.
The 2016 ISTE Standards for Students emphasize the skills and qualities we want for students, enabling them to engage and thrive in a connected, digital world. The standards are designed for use by educators across the curriculum, with every age student, with a goal of cultivating these skills throughout a student’s academic career. Both students and teachers will be responsible for achieving foundational technology skills to fully apply the standards. The reward, however, will be educators who skillfully mentor and inspire students to amplify learning with technology and challenge them to be agents of their own learning.

This is an amazing document that should be shared and given to school boards, community activist, informal education teachers, and parents. I have a powerpoint that explains all of these. How do we make the change to help “all students ” to have these skills and qualities?

Many schools and communities are  in denial about their state of technology . I live in Washington DC, and I heard the CTO of the city say that all of our students are being well served. This was at an IoT conference with global citizens. I didn’t know what to do or say. I assume that what she said , is what she was told by the school system in DC.

We the people, we the public, we the teachers need to be confrontational about the lack of those who are digitally denied.

We the teachers ,need to be educated toward the transformative policies that ISTE has shared. There are too many people who misunderstand. They think that all students are being well served.

On December 13, Free Press published Digital Denied: The Impact of Systemic Racial Discrimination on Home-Internet Adoption. The report, written by Free Press Research Director S. Derek Turner, examines the racial divide in home-internet adoption and exposes how structural racial discrimination contributes to it. Below is an edited summary of the report written by Dana Floberg — Free Press’ C. Edwin Baker fellow — and reprinted with permission.

Internet access is a necessity for engaging in our communities, searching for employment and seeking out educational opportunities — but too many people are still stuck on the wrong side of the digital divide. And that divide disproportionately impacts people of color.

Indeed, the racial divide in home-internet adoption — including both wired and wireless service — leaves people of color behind the digital curve. People of color comprise 32 million of the 69 million people in the United States who lack any form of home-internet access. Free Press research exposes this undeniable gap and explains how structural racial discrimination contributes to it.

Systemic discrimination creates serious income inequality in this country. Whites have far higher average incomes than Blacks or Latinos. Low-income families are less able and willing to buy internet subscriptions. And many families who are willing to pay for service find they can’t due to racially biased barriers like credit scoring. Given how stark racial and ethnic income discrepancies are, it’s no surprise that people of color lag behind in internet adoption.


Income differences explain some of the racial divide, but not all of it.

U.S. Census data on income and internet adoption paint a clear picture:

  • 49 percent of households with incomes below $20,000 have wired or wireless internet, but nearly 90 percent of households with incomes above $100,000 do.
  • 81 percent of Whites have home-internet access, compared to 70 percent of Hispanics and 68 percent of Blacks.

Free Press’ report demonstrates that the racial-adoption gap persists even after we account for differences in income and a host of other demographic factors. For example, there is a divide between people who are in the same income brackets but in different racial or ethnic groups. The gap is widest for people earning less than $20,000: Fifty-eight percent of Whites in this group have some form of home internet, compared to just 51 percent of Hispanics and 50 percent of Blacks.web_header_3

There is research that tells us how to reach and teach the students. It is here.

There are students who are of tribal, rural, distant and urban areas who are affected. They are all kinds and all colors. Years ago, when the National Information Infrastructure Advisory Council formed policy ( Kickstart) we acknowledged these areas of difficulty and sought to solve the problems. Politics has gotten in the way sometimes.

There are other sources , such as that of the George Lucas Educational Foundation that give examples of what helps and what hinders. Here is a special set of blogs on the topic.

Research and templates inform. We the public need to hold the school systems and communities to the standards so that all children benefit from the uses and skills enabling them to be digital citizens . But parents may not know or understand the uses of technology well.

Common Sense Education
Common Sense Education provides digital literacy and citizenship programs to school communities to empower students to harness technology for learning and life.They just published a report “The Digital Lives of Minority Youth”. But this report, The Common Sense Census Plugged in Parents of Tweens and Teens 2016 matches nicely with the ISTE report.
Plan of Action?
Print out the template and take it to the next PTA meeting. Share copies of it with parents and have a speaker to access it online. Have a discussion about it and plan action for your school and community.
See if your school has an ISTE member. ISTE has a conference where these types of action and study of the topic is a part of how they serve their members. Hopefully, the school will sponsor a teacher to attend and be a part of ISTE and other technology minded groups. There are also state groups and regional groups that help in outreach.
Is there a low-cost provider who serves your community? If so get some community people working to help them with outreach. Make sure that the provider meets the needs of the community. There are many ways to do this.
 Query the school board and if possible involve people in a presentation about this topic. Use resources that fit your community.

The Future of Education and its Technology ( Guest Post)

The Future of Education and its Technology

Posted by Ebonstorm on April 27, 2009  snagged to share with those who think about these things

Imagine the Future

We like to see the future filled with possibilities. Education would be freely available to everyone and would come in a variety of new experiences; students using their telephones to attend classes online, while they are on their way to work, content management technologies connecting classmates from areas of the world once considered unreachable, and interactive 3D environments replicating real-time classrooms with tele-presence students and real students in the same lecture hall. In this new world, education would enhance the lives of the people who use it and they are able to freely interact with universities and business organizations instantly, in real time, to find collaborative answers to pressing and difficult questions and having the best sources to choose from all over the planet. Such collective efforts will permeate all areas of business, art and engineering, harnessing the power of multiple minds in a way never conceived of in earlier periods of history. They are sending video messages, having tele-presence conferences, storing and accessing data, and sharing results with the best and brightest of their generation regardless of their social status, race, creed or color. Computers and robotic machines handle the grunt work of society keeping us in the electronic tools and devices we will one day take for granted. Meaningful work is plentiful, no one works doing anything that doesn’t mean something to them. Some work on reclaiming the Earth from earlier generations of abuse, others are organizing the planet’s resources for better accessibility, many are managing the remaining plants and animals of the world for future generations. Businesses of all sizes are handling tasks and filling the needs of a happy and industrious planet. Sounds nice, doesn’t it?

Learning from the Past

Building that future is much more difficult. Any responsible advocate of higher education must address the nature of change in our society. Change is unavoidable. All institutions experience it, and some weather it better than others. The education engine of America has failed to maintain pace with the changes in society and the economic realities faced by people working today.

This is not a new problem. Its echoes can be traced back to the end of the Agricultural Age. During the late 1800’s as mechanization overtook the worker-heavy farming industry (i.e. the cotton gin), education became the means for people to transition to life in the cities with non-farming jobs, crafts and work in the industrial guilds. By the advent of the Industrial Age in the early 20th century, education was used to prepare workers to be absorbed into the new factories and industrial engines of that period’s productivity. Note there was an economic collapse during that period of transition. Like a computer after a crash, the societal infrastructure needed a restart to handle that transition. This was a second opportunity to recognize the imminent threat to American culture.

As the Industrial Age began to wane, again due to mechanization and process improvements in the early 1970’s (i.e. factory robotics and better information management) more was able to be done with less input by workers. This transition began to move people into the Service Industry as the birth of the Information Age began to create more advanced calculation devices to aid in the development of new sciences. Computers would change the landscape of the working world in ways unseen even by their creators.

We are at that crucial point again. An economic collapse has made it clear that business as usual has ended. The Information Age has made new waves of unemployment as factories close down and the service industry burgeons with the masses of workers displaced from the only life many have ever known. There is more information available than can be managed effectively by any single individual but the educational engine is still the one from the 1950’s, with its emphasis on individual achievement, its designated work periods and repetitive mind-numbing tasks, ready to churn out people to work in factories that no longer exist.

Now people are relegated to an overburdened service industry that employs them poorly and wastes their human potential. No matter the rhetoric spoken in government, education cannot continue to be last of our social priorities, if for no other reasons than, without quality education and its reform, the fabric of society continues to erode and tatter. The resource of the future will be innovation and problem-solving ability. Our only path to innovation can be found in the development of the human capital through education. Welcome to the Innovation Age.

At the Crossroads

Community college campuses are uniquely positioned to capture the population of the future workforce and direct it into one of the most economically powerful areas of the world today. California, being the world’s fifth largest economy will need a workforce constantly updating its skills, its knowledge and its capabilities to continue to compete in a more aggressive, world-wide, world-wise, and diverse economic structure.

In addition, students will need access to the most advanced concepts possible. Cooperative thinking, adaptive reasoning, an understanding of natural law and scientific thinking will be the keys to the workforce of the future. It will not be enough to simply memorize rote facts, the employees of the future need to be able to link those facts, find hidden relationships and solve problems from those facts, with skill and alacrity. They will need to have greater facility with language, mathematics, analysis, cultural awareness, and environmental consequences than any humans in history. A community college’s ultimate goal should be to allow its location at the center of the information technology, bio-technology and new sustainability revolutions to prepare its students for opportunities as members of a future when the synergistic explosion of these technologies co-mingle and improve each other.

Technology’s advance in our society has continued to change how workers and employers interact and provide services for each other. This constant growth and evolution has removed more workers from the workforce than it has employed, thus creating a form of ‘technological unemployment’ or unemployment created by the success of our technology! Fewer workers, armed with technology and technological concepts (robotics, development protocols, software and hardware) are producing more goods than ever in history. This fact has not been lost on governments concerned with educating and employing their populations. Unfortunately, the solution cannot be addressed without planning for future periods of unemployment, similar to what we are experiencing now. This problem can only be addressed with innovation, new ideas, and a revolution in the educational process.

A Modest Proposal

I propose Community College Districts nationwide begin to prepare their technological future to address the issues of a workforce whose path has become uncertain. The future of community colleges is to prepare for this new model of work by assisting students (who will eventually become employees and later employers) in the development of smaller, problem-solving enterprises. Ideally, these enterprises will be staffed by individuals who can see a way to improve society’s ills with the application of reasoning skills, technological acumen, attention to detail and access to a nexus of resources available to them, before, during and after they leave college. The future of education revolves around teaching people that they will perpetually be scholars, and their livelihood will revolve around their ability to creatively solve problems and promoting innovation in all that they do.

We can ill afford to throw money at problems hoping for a solution. We cannot expect the issues of Oakland, or of California or of the United States to be solved by people who do not live here. Nor do we have the luxury of time to resolve issues such as global warming, population overcrowding, and disease management. These problems need solutions now. People are disheartened with the recent economic collapse and many Baby Boomers struggle with their own obsolescence and the realization that their work lives have left them no better off than indentured servants. Society’s security blankets (Medicare, Social Security, 401K, IRA) have continued to lose value in the face of economic collapse. It is likely that older workers will continue to have to support themselves long after they expected to retire. Generation X and Y see little value in aspiring to the same fate as their parents. They view their parent’s dilemma as a systemic failure of our educational model; hence their lack of trust in society and their indifference to education.

A community colleges goal should be no less than the development of a way of thinking that allows its students to constantly be willing and able to adapt new ways of interacting with the world and to be a resource to the workforce no matter where they may be, since with the breadth of the Internet, that workforce can and will likely be anywhere (that also means that students may also be anywhere). The same way FaceBook, Twitter and MySpace have invaded the lives of young workers, community colleges and other organizations promoting education will need to perpetuate a love of continual learning in their students and to be a resource for them to make data-driven decisions no matter what career they are involved in; any place able to define itself as an always available resource will not lack for returning students, seeking an environment that promotes intellectual advancement and continues preparing them for the constantly changing workforce.

IT Challenges of Higher Education

With all of these things as challenges, the question is asked, what part does Information Technology (hereafter, IT) play in this? The developed world has to adopt a more global paradigm that inter-relates all manner of human endeavor, science, technology, education, environment, physics, psychology, sociology, and medicine shifting from the archaic industrial age to the advanced technology of the information age. Our educational model must be revamped, retooled and re-energized, in order to prepare our students to meet the challenges of the new global paradigm. IT is the architect of that paradigm.

Learning institutions need to empower our students to address issues based on information-based decision making using reason, training and problem solving skills enhanced by technology. IT is a vital element in that ability to solve problems by potentially providing ready access to real-time information for decision making; However, a real-time monitored and data-driven environment has not been created (unless you work at the Pentagon) and will be the first real challenge of the proactive organizations of the future. The ability to get digital information regarding resources available to solve problems is the first step to being able to direct human capital, energy, manpower and training toward those issues.

A community college’s goal is the same as any organization that manages information. To create a unified information data complex that allows fast, easy and yet secure access to any information required by any user of the data complex. This simple sounding idea is years away and paving the road to that ideal will require us to have information organized and categorized in such a fashion that it can be understood, transmuted, and translated while maintaining its accessibility to a variety of future users.

Defining the Problem

Organic (non-structured, non-intentional) development of IT within most college campuses has caused a divergence of standards and technologies resulting in a lack of uniformity of services, overlapping educational programs (i.e. business and IT classes), and a lack of ability to effectively manage or identify different technologies district-wide. All campus IT has been relegated to localized management, under the supervision of various IT support staff of widely differing capabilities. Organic IT development is not unique to a particular district; as both UC and California State University systems are battling this same conundrum. This does not imply those managing these IT resources are in the wrong, however, without a guiding set of principles for the purchase, maintenance and development of IT data structures and resources, such multiplicity of systems is bound to occur prohibitively increasing the complexity and the costs of those services. This decentralized management of IT systems, has resulting in an increasing cost of IT overall, a lack of standardization and poorly centralized management and coordination between the groups managing the many resources including IT classrooms, computer labs, library technology, and student service programs (EOPS, DSPS, career centers) across the district.

There are two primary challenges facing any educational facility with advanced technological capabilities. The first is hardware/software interface and infrastructure. What hardware should we use? What software should we use and support? What is the best way to reach our respective goals using what technologies? How do we effectively connect our staff and students to the internet in a secure, effective, and stable manner but not slow as a snail or overburdened with security software? How do we organize our administrative technology so it provides high quality service and is still relatively easy to use? Technology continues to grow and evolve at a prodigious rate, how do we know if we are keeping pace and providing the workforce of the future with the tools it needs? There are six major dynamic forces opposing the creation of any IT infrastructure, service or device. These forces are responsible for all decisions made on any hardware, software or service used in IT.

They are as follows:

Technological Standardization vs. Autonomy/Experimentation

Service innovation vs. Stability/Reliability

User friendliness/Accessibility vs. Security/Privacy

Consensus in decision making vs. Efficiency in decision making

Centralized management of services vs. Distributed services

Proprietary software vs. Open source software

The second challenge facing any educational facility with advanced technological capabilities is resource management. IT is a collection of diverse resources accomplishing a variety of objectives. How do we manage, control, maintain and organize an amazingly complex series of network services to make it possible to administer, educate and enhance the educational experience of our students now and in the future? How do we effectively train staff, faculty and administrators to think progressively with an eye toward future needs? How do we maintain a leading edge without losing our financial shirt maintaining this gigantic infrastructure of hardware and staff?

In addition to those six dynamic forces there are two additional meta-concepts to be considered along with a number of pertinent questions. Those two meta-concepts are Operational IT and Organizational IT.

Operational IT: comprised of educational, infrastructure and administrative services these are the physical hardware and software tools utilized to create the IT environment in total.

  1. Educational IT – Primary reason higher education exists. These are the tools used in the dissemination of information and education and in the development of learning resources for students.
  2. Infrastructure IT – Tools used to maintain the IT infrastructure including telecom services, network services, datacenters, classrooms, wireless, research facilities and labs.
  3. Administrative IT – Tools used by the administration to organize and maintain university information; HR database services, ERP and other student databases, financial services databases, student aid services, administrative and faculty offices.

Organizational IT: the organizational and management protocols, procedures and processes required to effectively manage, lead and organize IT services in any environment

  1. Governance – How the IT organization is managed i.e. Governance Committee, Technology Committees, and Division IT leaders and whether IT management is centralized or decentralized or some combination thereof.
  2. IT Resource Organization – best practices, SLAs (service level agreements), Staff management, training and retention, asset management, asset retirement and replacement schedules, policy creation and management
  3. Operating Costs – Management of the costs of IT: Who is responsible to determine the budget for IT resources campus-wide? Chancellors, Deans, Division Chairs, IT Staff? How are these long term costs computed? What are the hidden costs of inefficiencies in the IT structure?

A Path to Greatness

Developing IT for any environment is a constantly evolving organism. Clearly defined principles, committed staff, considered metrics for success and a well developed plan of action are the elements of a successful IT group. This path requires an honest and forthright assessment of all of the IT resources available to the district office and the attendant campuses. Blame is not being sought, but answers to the question of how to realize the potential of the IT infrastructure. For a community college’s IT to develop toward the ideal described in my opening paragraphs, we must devise a plan that integrates stability (ensuring service operation by trained and qualified staff), reliability (ensuring operation by industry established standards), security (the reasonable assurance of a secured data structure and policies) and scalability (the ability to add and extend the growth and development of the network without compromising its performance or operation).

An outline of that plan follows:

  1. The first step is to establish IT as an integral element of the any college organizational structure. IT must be seen as a member of the Administration, complete with its own resources (i.e. budget, staff development resources), support teams and autonomy to solve problems that may have lingered for years without effective resolution. IT management must be given the authority to resolve issues, as anything less will ensure the failure of IT projects in the future.
  2. Create a unified help-desk system to manage workflow and document change orders to improve service and to monitor costs. Include a knowledgebase and information wiki able to be updated by any in the IT workforce.
  3. Review the major themes to be covered by the district’s strategic plans and look at how technology can be directed toward those business ideals. This requires a review and a breakdown of the district office and the local campuses strategic plans to determine how those plans for future development can be supported by IT infrastructure at the strategic and operational levels. Meet with the technology committees already in existence and review previous successes and current challenges.
  4. Create a unified IT strategic plan document which encompasses the business ideals, IT development plans and the educational technology requirements of the district office and each campus.
  5. Document and build a model of all IT existing infrastructure, mapping hardware, software and services; this will ultimately require a grand re-organization of the network at all levels (from largest to smallest). However, this restructuring will pay off with the development of future services, allowing for remote management, remote deployments of new technology and standardization across the district. Standardization reduces costs, increases efficiency, and improves management of technology across an environment.
  6. Ensure the stability of those networks by establishing the guidelines and policies for their economic, technological and security requirements to be met on an agreed upon level (determined by Service Level Agreements). Those requirements need to be reviewed regularly to ensure they are as effective as when first established.
  7. Review and monitor all IT business structures and projects, services, vendor cost allocations, vendor-managed projects, IT budgets, and district-wide funding for IT.
  8. Develop an ERP Portal. The creation of an IT Steering committee and the installation of a project manager who is aligned with the needs of the staff, faculty, and administration’s will help to complete migration to this portal technology. Because of the portal’s ubiquitous nature and presence on all college campuses, this should be one of the highest priorities of the district, and for the same reason, the portal needs to hold to the highest standards of service.
  9. Define a technology path or potential specialization for each campus. This would reduce redundancies and improving coverage of technologies by the district. This would be done in accordance with educational development plans already in place.
  10. Craft an outline for a technology development plan for the campuses. Integrate technologies and develop economies of scale to reduce costs and to improve performance and services to all campuses. This step will take into account new technologies including secured wireless technologies, biometric security, new laptop and netbook hardware, server virtualization (where responsible and effectively improving services), imaging and print management, document and information management systems, centralizing networks and network security and fail-over firewall technologies.
  11. Redefine IT staff development processes (standardizing job descriptions, redefining duties of IT staff across the district) to determine staffing requirements for each campus and the district office. Consider models to improve performance for each campus, including the options of centralizing or decentralizing management of technology resources. The rule is: centralize for control, decentralize for innovation. This is likely to include the hire of new staff where appropriate and the training of current staff to improve their ability to function with the increase in technological development and complexity.
  12. Review, recommend and standardize on information management, content management and educational support technologies. These include reviewing open source programs for web content management including Drupal, WordPress, Joomla, Blackboard, Sakai and Moodle.
  13. Develop conceptual models such as the Information Technology and Infrastructure Library (ITIL, CMDB). This includes the creation and use of process and project management tools to promote the successful implementation of IT infrastructure, development, and operations. Utilize project management techniques (perhaps even hire a dedicated project manager) to get a handle on outstanding or underperforming projects in the district and prioritize resources to improve their completion and success rates.

Is this all it takes?

Not even close. I won’t lie to you. Implementing this will likely take some time. Designing the priorities will be the first step toward the development of IT at any Community College District. Nothing written on five pages can prepare you for the scale of the undertaking. But I have a plan. The principles outlined here are solid and tested. Best of all, they are scalable, so they can be adapted the concepts to any size organization. What you have here is not just a plan but a vision of the future. I will leave you with my favorite quotation. I hang it on my wall wherever I work. It inspires me to always do my best and reminds me that nothing I attempt is impossible.

“Whatever you can do, or dream you can, begin it. Boldness has genius, power, and magic in it.”

– Johann Wolfgang von Goethe


LELAND, JOHN. “Skills to Learn, to Restart Earnings.” The New York Times Online 01-04-2009¬ 2 Apr 2009

University of California, Berkeley Strategic Planning Task Force, UC Berkeley Strategic Academic Plan, 2002, Page 22,

You can find links to a lot of my writing in all of these places:

Google+: (short story collection)

A Matter of Scale: WordPress – (technology, politics, commentary, writing)
Mediasphere Curation: Tumblr – (news curation site: technology, science, politics)
Tales of the Twilight Continuum: Weebly – (author’s website, excerpts, science articles)
Hidden Realms: Posterous –!/68615711 (webfiction site)

Hayward’s Reach – My recently published Sci-fi and fantasy short story collection

Who is Jack Taub?

We will create a public/private partnership and a national movement in collaboration with teachers’ unions to unleash America’s largest, unlimited, and virtually untapped source of renewable energy: the minds of all of our children!!!! Customizing education for every child will ensure that never again will our children’s hopes, futures, and dreams be determined by the color of their skin, their gender, the quality of their healthcare, the poverty in their home and/or community and – last but far from least – the teachers’ and students’ ability to withstand the frustration and boredom inherent in today’s public education systems. The needless NCLB ‘teaching to the test’ which dominates our schools is really the result of public policy made by legislators, business leaders, and policy makers often against the wishes of teachers and others involved in education.

-Jack Taub 2008


Jack is a boy from Brooklyn who dropped out of high school to avoid terminal boredom.  One of his friends from the old neighborhood was Al Shanker who grew up to lead the American Federation of Teachers for many years.  In the late 1970s he was the one who first turned Jack on to the issue that less than 5% of high school graduates had reading proficiency.  This did not include science and math and it was before the Flat World that Thomas Friedman describes allowed China and India to compete for low-skilled jobs.    When Jack dropped out, he began pursuing his passion, stamp collecting.  He did it very well.  So well, in fact, that at one point he owned a significant share of Scotts Publishing (He was Chairman of the Board) and the publisher of the Scott’s Catalog – the “bible” for stamp collectors.  He had a store located across the street from Tiffany’s at 57th street and Fifth Avenue.  Not just the store; with his brother and friend, they owned the whole ten-story building.  He then convinced the US Postal Service that they could make a profit selling stamp collecting materials.  He ended up with an exclusive contract to sell his products in 35,000 post offices, and the USPS has earned over $10B by retailing philatelic paraphernalia and other non-stamp items.

In 1977, he got restless and he took some of the money from that success and invested it in a new concept that allowed people to use computers and modems to exchange ideas using email and bulletin boards.  The business was called ‘The Source’ (See the article below) and it was the first consumer online business.  It became the model for the consumerization of the Internet and all that followed.  In 1980, he sold that business to Readers’ Digest for a significant amount of money.

At that point, he began focusing on the educational needs of his physically challenged child.   He was trying to get his child a good education in public schools.  His experience led him to realize that even with the then existing Individualized Education Plans (IEPs), schools were not only not meeting the needs of challenged children; they were not serving any children well, while boring most.  He was reminded of the earlier comments from Al Shanker and decided to dedicate his life and the resources he had to customizing education for every child in the country.  That was in 1980, three years before the seminal report, ‘A Nation At Risk’ that concluded, “If an unfriendly foreign power had attempted to impose on America the mediocre educational performance that exists today, we might well have viewed it as an act of war. As it stands, we have allowed this to happen to ourselves. We have even squandered the gains in student achievement made in the wake of the Sputnik challenge. Moreover, we have dismantled essential support systems which helped make those gains possible. We have, in effect, been committing an act of unthinking, unilateral educational disarmament.” Jack has been pursuing his vision for customizing education ever since.  He has built a team of people who share his dream and dedication and together they have designed and implemented the model at three schools that prove it can be done.  Along the way, he passed on many opportunities to make significant profits from some of the elements of the solution because he didn’t want to be distracted from the need to transform the whole system.  He determined that if he was successful in transforming K-12 education it would be America’s greatest social and economic engine as well as an historic legacy and a great business.  Jack never thought that transforming K-12 education would be one of the most complex journeys in history and that it would take 30 years and most of his resources to solve.

Jack believes that every child is precious and at risk, some at greater risk than others.  The great tragedy and human rights issue is that virtually every child first shows up in kindergarten with unlimited curiosity and a genetic need to learn.  Then we start ‘helping’ them learn to pass tests.

America has about 100,000 public schools, nearly 4,000,000 teachers and 55,000,000 students.   All of this is organized into about 15,000 locally autonomous school districts – each making their own decisions.  Neither the president nor the governor has control over the local district decisions.  Consequently, the solution must be from the communities up, not the top down.   The program must benefit all the children and all the teachers.   It is both impractical and unnecessary to replace the existing schools and teachers.  We need to transform them.  To be a scalable solution, it must eliminate student boredom, be supported by the teachers and their unions, and affordable to all schools within existing budgets.  If you do the math, transforming 10,000 classrooms a year (which in itself would be Herculean) would take 400 years to get done once.   His goal, to complete transformation of public education in 15 years will start after the receipt of the funding for the first 1,350 discovery and innovation schools.  That led Jack to realize that we would need a national grass-roots movement consisting of over a million parents, students, teachers, administrators, business leaders, academics, and politicians to support the transformation.  The Power of US Foundation ( has been established to recruit and coordinate members in support of the transformation.  At their website, you can read their “Call to Arms” and “Implementation Plan”.

In the ensuing 30-plus years, more than $100,000,000 dollars (not all of it Jack’s money) have been spent building implementing, testing and improving the model.  The solution he and his team built integrates virtually every known research-based organizational and student-centered-learning best practice into a smoothly operating system.  As a result, all of the elements have already been thoroughly researched and proven in multiple locations.  The integrated system his team developed, that includes a multidisciplinary project-based, small-group learning environment, has been in operation as the Discovery Learning Systems (DLS) model at the three schools (elementary, middle and high school) at the Tracy Learning Center (TLC)  for over eight years, representing over 8,500,000 hours of student and teacher experience, with outstanding results.  In the DLS model, the teachers are able to observe and assess individual student behaviors and learning and customize the learning for all 54,000,000 students.  This ongoing assessment means there is no need to teach to the test.  In addition, the ongoing data-gathering and analysis allows the model to continuously improve programmatically while scaling exponentially.

The DLS model was originally implemented as a charter school in order to allow the designers to start with a clean slate.  However, from the beginning, Jack and his partner, Dr. Keith Larick, were determined to create a model that could be scalable and replicable in any public school in the nation.  The needless NCLB ‘teaching to the test’ which dominates our schools is really the result of public policy made by legislators, business leaders, and policy makers often against the wishes of teachers and others involved in education.  The DLS model totally avoids teaching to the test and the resulting student boredom and teacher burnout.

The DLS model is a comprehensive change from the current teacher-centered learning environment.  So to be scalable, we provide an equally comprehensive program of professional development and change management.  The staff and teachers have 24/7 access to a broad range of support services at no cost to the teachers.

To be successful, children need a quality education and good health.  DLS addresses the health issue in two ways.  The curriculum includes a number of grade-level-appropriate health and wellness projects on topics like obesity and substance abuse.  We also provide free access to primary healthcare services via a telemedicine network.

The DLS solution is not an education management system that takes over and operates the schools.  DLS is a subscription-based education transformation service that includes unlimited usage of all of the best practices listed below. Beyond that, the fixed subscription cost includes all of the upgrades that result from the DLS continuous improvement program.  Budgeting and procurement for many of the services included in the DLS subscription package are frequently problematic for school districts.  Many of the critical services often end up on the chopping block during difficult financial times.  Which should we cut, the volleyball team or the drama program?  Should we replace the computers or retain a teacher?   It is not that the school board feels any of these options are unimportant. It is that they have to make difficult choices and local pressures frequently overwhelm good educational practices in a political climate.  Because all of the elements of the solution are research-based best practices and are an integral part of the comprehensive DLS model, they are bundled into a subscription that cannot be purchased a-la-carte.   This simplifies the budgeting for the school board.  They know what they need and they have a guaranteed fixed cost for the package that they can budget.  It includes providing and refreshing (every three years) all of the district technology.   AT&T is assisting the DLS team in designing, implementing, managing, and refreshing the participating schools’ technology infrastructure.  AT&T is looking forward to rolling out the model as a national program.

“There is nothing so powerful as an idea whose time has come”

– Victor Hugo – 1857

Jack’s present activities include two related programs.  The first is to raise funding to transform 1,350 schools to schools of discovery and innovation in the next five years.  The plan then is to transform the rest of the schools across the country within the following ten years.  His goal is to demonstrate that the transformation can occur and to build the momentum for getting it to happen.  At that point he expects other organizations to join in the effort and help in transforming the remaining 100,000 schools.  The other activity is continuing to build relationships with other organizations that share our vision and explore means for supporting each other’s efforts.  He believes that schools should regain their status as community centers – but not just for education.  The school should also be a center for primary healthcare, innovation, culture, entertainment and community/economic development.  For more information about the DLS program for creating schools of discovery and innovation visit   Jack’s goal is to make schools places where children want to attend, not have to attend.  For anyone who doesn’t believe Jack’s vision is attainable, he challenges them to read the history of the Manhattan Project and see what the nation did in three years.

Jack identifies personally with the Peter Finch character, Howard Beale, in the movie Network (1976), when Beale expresses his despair over the continual political bickering while the citizens are faced with unemployment other societal ills.  Beale says, “We’re as mad as hell, and we’re not going to take this anymore.”

Approximately 10,000 children a day are dropping out of school or graduating but incapable of earning a living.  These 10,000 kids all showed up for kindergarten with unlimited curiosity and a genetic need to learn.  Through the Power of US he hopes to get millions of volunteers (parents, teachers, students, and community members) as mad as hell like he is.   They must all join him and come together to stop destroying the futures of virtually all of our children and our nation.

Jack Taub’s Theory for Educational Transformation 2000

* The CHild equals CUriosity minus  Boring Education = Infinite Intellectual and Creative Energy.

1978 Washington Post article about the Source

The following article from the Washington Post was the first mention anyplace in the world of the concept that came to be known as the ‘consumer online industry’.  Jack Taub pioneered and funded digital broadcasting which gave birth to The Source.  People from the Source led to the creation of America Online.  The Source ultimately became the model for the consumerization of the Internet.  In today’s terminology Jack’s 1977 vision is now known as ‘cloud computing’.

If you look towards the end of the article, you will see Jack quoted as saying that the demonstrated capabilities will become as famous as McDonald’s hamburgers.  At the time this article was being written, there were only three people on his online system.

Jack believes that the greatest days in using these technologies still lie ahead of us through the development of DLS Discovery and Innovation schools and empowering all children – no matter how poor or remote.