A Quote by Sal Albanese

During my eleven years as a New York City public school teacher, I saw firsthand the impact that poverty has on the classroom. In low-income neighborhoods like Sunset Park, where I taught, students as young as five years old enter school affected by the stresses often created by poverty: domestic violence, drug abuse, gang activity.
I dropped out of high school three days into my senior year because I hated it because New York City public school is a mess. I certainly wasn't one for sitting in a classroom. Then I went off to college to North Carolina School of the Arts, then quit that after two years.
When I was mayor of New York, my views changed. I began as mayor of New York City thinking that I could reform the New York City school system. After two or three years, four years, I became an advocate of choice, of scholarships, and vouchers, and parental choice, because I thought that was the only way to really change the school system.
For the primary and secondary school years, we will aid public schools serving low-income families and assist students in both public and private schools.
Most Americans living below the official poverty line own a car or truck - and government entitlement programs seldom provide cars and trucks. Most people living below the official poverty line also have air conditioning, color television, and a microwave oven - and these too are not usually handed out by government entitlement programs. Cell phones and other electronic devices are by no means unheard of in low-income neighborhoods, where children would supposedly go hungry if there were no school-lunch programs. In reality, low-income people are overweight more often than other Americans.
When I was in high school, I was doing a fashion show, and my House Father would host fashion shows at the school. He was great at it. He saw me and said, 'That's my daughter.' The rest was history! We went to New York City to rehearse and go to balls, and I was in the ballroom scene until I was 17 years old.
I worked as a teacher in the public school system in New York City for several years, and I was a victim of the layoffs, you know, in the mid-'70s. And then I worked as a sales engineer for a company in New Jersey that was selling industrial filtration equipment.
I was born 50 years after slavery, in 1913. I was allowed to read. My mother, who was a teacher, taught me when I was a very young child. The first school I attended was a small building that went from first to sixth grade. There was one teacher for all of the students. There could be anywhere from 50 to 60 students of all different ages.
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.
At the age of 6, a teacher full of ambitions, who taught in the small public school of Biran, convinced my family that I should travel to Santiago de Cuba to accompany my older sister who would enter a highly prestigious convent school. Including me was a skill of that very teacher from the little school in Biran.
Preliminary research-most of it published outside the medical literature-indicates that a significant number of our patients have experienced some form of violence and abuse during their lifetime, including elder abuse, child abuse, gang-related violence, sexual abuse, and domestic violence.
DonorsChoose was conceived at a Bronx public high school where I taught social studies for five years. In the teachers' lunch room, my colleagues and I often lamented a problem that drained learning from students and creativity from teachers: a lack of funding for essential materials and for the activities that bring subject matter to life.
My mother was told she couldn't go to medical school because she was a woman and a Jew. So she became a teacher in the New York City public school system.
Education is huge for me. I went to public school until I turned thirteen, and was lucky enough to afford college once I became successful as an actress. I cannot believe that quality education costs as much as it does in this country. Ghetto Film School is a remarkable public high school in New York City where students get to learn to express themselves through filmmaking, and have hands-on access to equipment.
The solution for rising up kids in the income distributionlies is in creating better childhood environments for kids growing up, especially in low income families. And so what means such things like schools, the quality of neighborhoods. If you think about what's gone on in Baltimore, it's a place of tremendous concentrated poverty. People aren't really seeing a path forward and I think revitalizing places like that can have a huge impact, even in the face of globalization and changes in technology.
Eleven years old is not an early age to set your sight on the Olympics for a gymnast, because we normally peak in high school. I first qualified for the Olympics team during my sophomore year in high school, when I was 15 years old.
It was in Shizuoka, where my home was. I first attended this school when I was five years old. I also attended a regular elementary school, and I was taking piano lessons with a local teacher. I began to study composition at the Yamaha school. And I continued to study there until the age of 15.
This site uses cookies to ensure you get the best experience. More info...
Got it!