A Quote by Dominique Easley

This is a win for the 4-year-olds who require pre-K, the low-wealth counties that need assistance with school construction and the disadvantaged students trying to go college.
For the college years we will provide scholarships to high school students of the greatest promise and greatest need and guarantee low-interest loans to students continuing their college studies.
I went to art school in Chicago for a year at Columbia College. I had this whole master plan of getting into sustainable development and green architecture and construction, so I wanted to go to business school and then get my masters in construction and development.
Taking Big Bird away from our five year olds, lunch money away from our ten year olds, job training programs away from our fifteen year olds, and college loans away from our twenty year olds is a disgrace.
One-year-olds learn concealment. Five-year-olds lie outright: they manipulate via flattery. Nine-year-olds - masters of the cover-up. By the time you enter college, you're going to lie to your mom in one out of every five interactions.
It is impossible to maintain civilization with 12-year-olds having babies, with 15-year-olds killing each other, with 17-year-olds dying of AIDS and with 18-year-olds getting diplomas they can't even read.
All my career I have done that, worked with talents, improving 19-year-olds, 20-year-olds, 17-year-olds, 18-year-olds.
Every year, some 65,000 high school students - many of them star students and leaders in their communities - are unable to go to college or get a good job because they have no legal status.
We need to lengthen the school day. We need to lengthen the school year. Our calendar is based upon the agrarian economy. Children in India and China are going to school 25, 30, 35 more days a year. They're just working harder than us. So, we need more time, particularly for disadvantaged children, who aren't getting those supports at home.
At Year Up, our students - low income 18-24 year olds - come to us having already faced substantial obstacles in life. They are not in search of a handout; what they want most of all is the ability to take ownership of their own futures.
With 'Stardust', I hope what I was doing is giving 30-year-olds and 40-year-olds and 25-year-olds and 60-year-olds a chance to get the same sense of wonder, the same feeling, the same magic, that they got in reading the classic fairy tales as children.
Often low-income parents give their children every other thing they need for successful participation in school and the world of work except the planning and organizing skills and habit patterns needed to operate in complex settings. Many intelligent and able college students from low-income backgrounds confront these deficits when faced with a heavy assignment load. . . . These patterns are best acquired at an early age and need to be quite well developed by late elementary school or twelve or thirteen years of age.
Students undergo a conversion in the third year of medical school - not pre-clinical to clinical, but pre-cynical to cynical.
There should be a certification process to suggest if a particular film is suitable for 12-year-olds, 15-year-olds or 18-year-olds. The same thing I think applies for the Internet.
Currently, only 70 percent of our high school students earn diplomas with their peers, and less than one-third of our high school students graduate prepared for success in a four-year college.
As a former high school teacher and a student in a class of 60 urchins at St. Brigid's grammar school, I know that education is all about discipline and motivation. Disadvantaged students need extra attention, a stable school environment, and enough teacher creativity to stimulate their imaginations. Those things are not expensive.
Schools serving disadvantaged students need more time to help these students catch up and gain the core academic skills they will need to succeed in our economy and society.
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