ANSWERS TO QUESTIONS FROM KAMAILE STAFF AND PARENT
From the Board of Directors of the Ho’okako’o Corporation
The Ho’okako’o Board
Q: What are the board members’ backgrounds? Are any of them educators? What is Megan McCorriston’s background?
Your Ho’okako’oo board members have a range of professional backgrounds and interests. More than 75% of us have backgrounds in education and education administration in public and independent schools. We are business leaders, former charter school education and a belief that strong parent and community involvement is critical to student learning and increased student achievement. We all serve as unpaid volunteers.
Megan McCorriston was born and raised in Hawaii and began her education career as a high school teacher, holds a Ph.D in education policy, and has spent most of her career working with education non-profits supporting high poverty, homeless and refugee children in education.
As your local school board, we are committed to improving student achievement in all three HC public conversion charter schools through the principals and staffs. We support improvement and innovation through strategies such as Extended learning Time (ELT), P-20 education and culture-based learning.
Q: Why did the HC Board/Staff wait until not to come to Kamaile? Why hasn’t the Board been out here more?
We have been mindful of our role as a board, and have respected the role of Kamaile’s leadership as administrators of the school, and so we have generally come when invited. We would love to be more engaged in hearing about the aspirations of Kamaile’s faculty, parents and community for our students, and would appreciate your mana’o on how to develop a process that allows for that.
We will certainly be vigilant during this transitional period and hope that one of the outcomes will be a clear process for engagement in the community in ways that allow us to contribute as a school board.
Timing of the decision
Q: Why was the decision made to terminate right now, midway through the school year? Why not in June 2011? Why is this so sudden? Was this a surprise to the Principals?
One of our key responsibilities as a Board is to seek additional funding to support ELT, P-20 and culture-based learning at all HC schools. HC was created by Act 2 specifically to allow us to pursue additional funding needed to seed and grow innovative models of learning that will lead to increased student achievement. We have been exploring the Race to the Top (RTTT) option for more than year, long before the state actually won the grant. This summer, after Hawai’i was awarded as much as $75 million in RTTT funds, our interest necessarily shifted into urgent action planning.
Kamaile is one of six schools in the state that is eligible for support through the RTTT grant. Unfortunately, the Kamaile administration was not providing us with information we need to apply for this funding opportunity. The application window is short, and, quite frankly, we could not afford to wait another 6 months to begin collecting the information we need to pursue it.
Ho’okako’o has also been discussing the School Improvement Grant (SIG) opportunity with Kamaile’s leadership since last year. At that time, Kamaile Principals were reluctant to pursue SIG funding (worth up to $3.5 million) for the school because the transformation model requires a change in school leadership.
This has been a very difficult decision to make, but we feel very strongly as a Board that we cannot walk away from the opportunity to increase funding for Kamaile’s vision so significantly.
Q: Why didn’t the faculty/staff and community get a chance to vote on the RTTT model that was chosen (i.e. transformational, etc.)?
It is our responsibility as a Local School Board to pursue these unique federal grant opportunities that can potentially bring additional significant resources to Kamaile Academy students. The grant application process does not require a faculty or community vote, and we felt that pursuing the transformational model would cause the least disruption to the school.
We would certainly appreciate input from the faculty and community as to how these federal grants can be effectively used for the provision of educational resources and services, and we will be seeking that input.
Race To The Top (RTTT) and School Improvement Grant (SIG) funding
Q: How much does Kamaile stand to gain in financial resources? What is the timeline for these funds? Is the funding guaranteed?
Kamaile Academy is one of two Title I schools in the State of Hawaii that Is eligible for the SIG grant for which there is $3.5 million. The RTTT federal grant enables the State of Hawaii to receive $75 million. Kamaile is one of six schools in the State that stands to gain from this grant in the form of additional support for implementing parts of one of the mandated change models.
It is noteworthy that the RTTT federal funding will be used to help students of all ages become college and career-ready. It will also provide professional development for teachers to become highly qualified and highly effective.
A four-year grant, the RTTT funding is administered by the DOE central office. The funding is rolled out into approved plans for educational programs and services to selected schools, such as Kamaile, that are eligible for the grant.
The RTTT and SIG funding are not guaranteed, but we feel a fundamental responsibility to actively pursue both grant opportunities for Kamaile’s students to bring additional resources to the school. Kamaile Academy is one of two Title I schools in Hawaii that is eligible for the SIG grant, so the likelihood is very good that Kamaile will benefit. Funds for this grant are awarded to schools that demonstrate the highest need and the strongest commitment to fully implementing all components of one of four school intervention models. These four intervention models are also applicable to the RTTT grant. Among the options from school closure through changing the principal and at least 50% of the staff, the most reasonable is the transformational model, which requires a change in school leadership.
Q: Is it just about the money?
No. This decision is also about providing the best leadership to take Kamaile and its students to the next level of achievement. That translates to a leadership team that will work with the community and the board to identify what the students need and to chart the course that will allow Kamaile’s vision to become a reality. It means a leadership team that bases every decision on the needs of its students, even if the decision leads to difficult changes.
The data show us that while Kamaile has made some important gains, it still ranks in the bottom 5% of public schools in Hawaii. We are proud of the progress that Kamaile’s students have demonstrated, and we appreciate all that the current leadership has done to create a safe, healthy and innovative environment for its students. We believe in the potential of our students, and need to continue to support the children in every way we can, which includes bringing additional resources to the school.
Kamehameha funding support over the years has allowed Kamaile Academy to provide our children with computers and offer an Expanded Learning Time program that allows our students to spend more time at school learning and participating in cultural activities, and a healthy and free food service program. The additional funding we receive has allowed us to expand the school faculty. The RTTT and SIG programs provide resources for developing teacher and leader effectiveness, comprehensive instructional programs, and extended learning time. The programs require community-oriented approaches, flexibility, and intensive operational support, all of which we have been working toward. Money is not at the heart of education, but without it we cannot create a quality center for learning at Kamaile that enables your children to access 21st century learning services and programs.
Q: Who is the “leadership team”? Is it a mainland provider?
We are not turning over the leadership of Kamaile to a mainland provider.
Continuity is the most important factor in identifying our leadership transition team. For that reason we are working closely with Kamaile’s staff and faculty, and with Mr. Kila, to identify an appropriate group of school leaders who can build upon the foundations that Mr. Kila has helped build and who can perpetuate his P-20 vision. We expect to name the school transition team in a couple of weeks.
We have also identified transitional leaders who have worked with Kamaile and Ho’okako’o to serve in the interim period. We will begin recruitment for a long-term school leader in January in the hopes of making that appointment by June 2011.
Staff input will be critical to this process. Between now and when we begin our recruitment process in January, we will be conducting a competency model process to identify the qualities needed in the next leadership team for Kamaile. Staff will be an integral part of that process.
Q: How does this affect the faculty and staff at Kamaile? Is HC changing other positions in the school besides Principals?
The federal grant requirements will not affect the faculty and staff at Kamaile under the transformational model, and Ho’okako’o has no plans to remove faculty and staff at the school. We would like to work with the current staff and faculty to provide increased support and opportunities for, professional development.
We understand that the faculty and staff at Kamaile Academy have made sacrifices to work at Kamaile to help the students continue their learning in a safe, quality, and innovative school environment. Some staff have been here during Kamaile’s transition to a charter school. Others have moved to Wai’anae from the mainland. We appreciate everyone’s dedication to Kamaile’s children and will continue to support your efforts to improve their education.
The future of Kamaile Academy
Q: What about the high school? Is HC doing away with the high school?
We support the P-20 vision for all of our schools, and we have endorsed the concept of a high school for Kamaile Academy. We know that the high school is important to the parents of school for Kamaile Academy. We know what the high school is important to the parents of Kamaile’s students and to the students themselves. However, we must have a solid plan before we proceed, and that plan has not been prepared. As a Board we carry the responsibility to make sure that resources are available to add and sustain additional grade levels. As a Board, we are also responsible for making sure that each step in the growth of the school is foundationally solid before the next step is taken, and that expansion does not compromise the focus on student improvement at the current K-8 levels.
We will work closely with the transitional leadership team to review and assess the readiness of Kamaile for continued expansion, and to build a plan for successful and sustainable expansion that addresses curriculum, staffing and facilities. Our students are our priority, and any decision we make will be in the best interest of increased learning and student achievement.
Q: What is the process to de-charter from HC? Would Kamaile become a DOE school again? Ho’okako’o Corporation holds Kamaile Academy’s charter.
The de-chartering process takes at least one year and requires the community, faculty and school leadership to vote on de-charting to revert back to a DOE school and re-apply for the charter. This can be a very long process.
If Kamaile Academy de-charters and reverts to a DOE school, then all of Kamaile’s facilities and financial assets would go back to the DOE. There is no precedent in the state of Hawaii for a charter school moving to de-charter itself. Therefore, the exact timeframe is also unknown.
Q: Is the entire Kamaile school a conversion? Is the middle/high school a start up? Why isn’t it a start up?
Kamaile Academy is a conversion charter school. Amending the original plan for the charter (Detailed Implementation Plan –DIP) was the only option. At the time the SIP Amendments were approved (for the middle and high schools), there was a cap on start-up charter schools of 25. However, it is possible for the High School to be created as a start-up charter school in the future.
Q: How do we tell the kids about this?
We understand that your students will have questions about the transition to new leadership at Kamaile Academy. It is important that our children understand that the change will not affect their classes, or their teachers.
While the grant timelines require urgent action, the Ho’okako’o board understands that there are many events throughout the school year such as testing and important school activities that need to continue despite this change in leadership. We will do everything possible to support Kamaile students, parents and teachers in ensuring that teaching and learning continues at Kamaile undisturbed. We care about a sustainable preschool to college education for your children are working very hard to put the building blocks in place for a successful educational future.
As educators and models for our children, we would recommend being honest with your students. Mr. Kila has made wonderful school improvements for the children of Kamaile Academy, including an Expanded Learning Time program, a healthy and free food service program, and a safe learning environment for the students. We would like to support Mr. Kila in transitioning to a new role to continue to serve Kamaile’s community.
Q: Who will be the administrator/point of contact for things like parent complaints, SPED cases, etc.?
Our new school leadership team should be in place within two weeks, and we will make sure that we have identified a central point of contact for such issues. We understand that it will take a number of people on the school staff to identify and responds to the diverse needs and concerns of Kamaile’s student and parent population in the interim period, and we welcome your mana’o on the best process for this.
Q: What’s going to happen to the LAP?
The Ho’okako’o board would like to look at restructuring the LAP as part of the new leadership at Kamaile Academy. Ideally, this will take place in tandem with the new leadership search, and we work closely with LAP members on this process.
Q: How will we get more information from Ho’okako’o?
We will post regular updates on our website, www.hookakoo.org. We have also created an email address, contact@hookakoo.org, and we encourage you to send us any questions you have. You may also call us at 983-3835. If we can’t answer the phone in person, please leave us a message and we’ll return the call as soon as we can.
Notes: Posted for parents and students that have been directly affected by Bishop Estates educational spatial planning. Who goes to college and who lives on the side of the road! Who goes to a 4 year college and who goes to a 2 year college are being determined by a board of people that don't live in our community. So very sad!
Replies
I began to realize that maybe this was what education was intended to be site. A system that engrains students with the idea that to conform and restrain one's mind to standardization is what makes us "successful." David Brooks discusses how college students are "goal-orientated... a means for self-improvement, resume-building, and enrichment.
I'm trying to process out in my mind as to what happened in 1980s and how many women got out of the doldrums back then. There were three women that was inspirational to women in Hawaii. Dr.Donnis Thompson, Congresswoman Patsy Mink, and Mornah Simeona all three women stood above the challenges that women in Hawaii faced. They built roads of opportunity during those disparaging times.
Dr. Donnis Thompson Highlights:
• International track & field star competitor and Coach of the U.S. National Women’s Track Team, where she coached hundreds of athletes, including nine Olympians, world and national recorder holders and six participants in the Pan American Games.
• Worked with Representative Patsy Mink to craft the Title IX legislation that opened opportunities for women and girls sports participation.
• A trailblazing pioneer who was the first Women’s Director of Athletics at the University of Hawaii. Under her leadership, the UH program grew from a two-sport, one-scholarship program with a $5,000 budget to a 12-sport program with a budget of over $4 million and athletic scholarships of $1.5 million.
• A member of the University of Hawaii Sports Hall of Honor, inducted in 1988.
• A member of the Hawaii Hall of Fame, inducted on February 6, 2007.
• Served as Hawaii’s first woman Superintendent of Education and authored the innovative “Vision of Excellence”, a ten year blueprint for public education.
• Author of three books on track and file.
• A past Chair of the AIAW National Track and Field committee.
• 30 year career at the University of Hawaii, retired in 1991.
Challenge overcome
Dr. Thompson stands at the starting point of a spectrum, where the very concept of serious women’s collegiate sports on par with the men’s did not even exist. At the other end of that spectrum are female athletes today who have no concept of life without sports. Dr. Thompson herself said, she was “hiding” from continuing a battle for women’s sports when her fledgling track and field program at UH was canceled even though the team finished third at the nationals with three All-Americans. She retreated to her research work and concentrated on moving toward her personal goal of a full professorship at the university. She was completely focused until a navel got in her way. A female student knocked on her door, in tears because she had been kicked out of swim class for showing her navel. Dr. Thompson quickly called the medical school to ask the difference between a women’s navel and a man’s. That’s ridiculous, she was told. Dr. Thompson already knew that, but it was
the answer that sent her fully into the fight. She remembers thinking, “This was discrimination on campus. It was like a spear that went through me. I said, I can’t hide anymore. Women have the opportunity to participate and this is ridiculous. I was a victim and other women were victims and it was just wrong. Someone had to speak out.” That “speaking out” led her to organize students and colleagues along with high school teachers to take their fight to the legislature. The funds they won were the beginning of the Wahaine sport program as we know it today.
The passion and vision that drives Dr. Thompson
She had an amazing personal strength and commitment that is reflected in everything she did even to her final days. Of the program she built at UH she said, “it was built on dignity with a lot of help and the community embraced it.” Moving through life with dignity and a love for community epitomizes Dr. Donnis Thompson.
Policy
October 1985
NTIS order #PB86-120276
Recommended Citation:
Displaced Homemakers: Programs and Policy–An Interim Report (Washington, DC:
U.S. Congress, Office of Technology Assessment, OTA-ITE-292, October 1985).
Library of Congress Catalog Card Number 85-600606
For sale by the Superintendent of Documents
U.S. Government Printing Office, Washington, DC 20402
Foreword
The problems of displaced adults have received increasing attention in the 1980s,
as the social, technological, and economic changes have changed the worklives
of millions of Americans. As Congress debates programs to provide training, reemployment
assistance, and financial support to displaced people, it is useful to
examine the problems and performance of existing Federal support for displaced
adults.
In October 1983 OTA was asked to assess the reasons and future prospects
for adult displacement, the performance of existing programs to serve displaced
adults, and identify options to improve service and avoid displacement. As part
of that study, the Senate Committee on Labor and Human Resources requested
that OTA focus on problems of and programs for displaced homemakers as well
as displaced workers. This interim report on displaced homemakers will be part
of the overall assessment Technology and Structural Unemployment: Reemploying
Displaced Adults.
Displaced homemakers are a large, often overlooked group of people, mostly
women, who have lost their primary source of income. Many of these people have
not worked in the commercial sense for many years, though they often have skills
developed in homemaking, past work experience, or volunteer activities. However,
the combination of little recent experience in paid work, little or no source of income
and, often, falling self-esteem gives them significant handicaps in finding
new jobs to support themselves and their families, In the Vocational Education
Act of 1984, Congress added significantly to the funds available to serve displaced
homemakers.
While the impact of new funding and emphasis on the problems of displaced
homemakers cannot be fully judged yet, there are many issues Congress may wish
to address as new programs develop. For example, even with the augmented Vocational
Education programs, will adequate funding be directed specifically to displaced
homemakers? Can displaced homemakers, who often have no source of income
support, afford training? Do the programs that serve displaced homemakers
meet their special needs (for example, job readiness counseling, peer group support,
and training for nontraditional jobs)? Educational technology may play an
important role in preparing displaced homemakers for paid jobs. The full report
considers both the potential of technology to improve the work skills of displaced
adults and the effect of technology on the kinds of jobs available in the U.S. economy.
The viewpoints of people in the private sector, State and local government,
academia, and displaced homemakers’ groups were sought in conducting this study.
Several private and public organizations cooperated in providing information, data,
and advice. OTA thanks the many people—advisory panel members, government
officials, reviewers, and consultants—for their assistance, As with all OTA studies,
the information, analyses, and findings of this report are solely those of OTA.
Director
John H Gibbions
DISPLACED HOMEMAKERS SELF-SUFFICIENCY ASSISTANCE ACT. The act was adopted in 1990 with the intention of assisting women who had been homemakers to advance in the labor market. A displaced homemaker was defined as "an individual who has been providing unpaid services to family members in the home and who—(A) has been dependent either—(i) on public assistance and whose youngest child is within two years of losing eligibility under part A of title IV of the Social Security Act, or (ii) on the income of another family member but is no longer supported by that income, and (B) is unemployed or underemployed and is experiencing difficulty in obtaining or upgrading employment." The act was repealed in 1998.
CarolWeisbrod
"Displaced Homemakers Self-Sufficiency Assistance Act." Dictionary of American History. 2003. Retrieved November 15, 2010 from Encyclopedia.com: http://www.encyclopedia.com/doc/1G2-3401801236.html
Justice served for female athletes
By Rod Ohira
Advertiser Staff Writer
Donnis Thompson
When Donnis Thompson came to the University of Hawai'i's Manoa campus from Chicago in 1961 to start a track and field team, the school's small-time athletic program was reflected in the appearance of the Lower Campus.
Klum Gym, an old swimming pool, a football field overgrown with weeds, and portable buildings for physical education classes and athletic offices were like islands in the quarry, which was basically a gravel parking lot for students.
The UH men's collegiate program, trying to sprout from club-level play barely had a pulse. And no one was thinking about starting a sports team for just women.
But Thompson — an outstanding athlete who today, at age 73, still wishes she had the opportunity to compete in volleyball, swimming and basketball in her prime instead of only track and field — knew there was potential for women in sports, if only given a chance.
"The feeling that women really don't want to participate, can't play, are too weak ... (was a) myth that had to be eliminated," Thompson said.
The door for gender equity opened when a congresswoman from Hawai'i wrote a 37-word amendment to the Higher Education Act in June 1972 known as Title IX. In 2002, it was renamed the Patsy T. Mink Equal Opportunity in Education Act for its late author.
Mink found a strong local ally in Thompson, who was honored last night at a Hawai'i State Commission on the Status of Women reception to celebrate Women's History Month 2007 and the 35th anniversary of Title IX.
"Patsy would call me and get information on how things were going in terms of Title IX," recalled Thompson, who now resides in Palm Desert, Calif. "She was the spearhead, the one who wanted to see justice for the female. We worked very closely together during that time."
Thompson, UH's first full-time women's athletic director, was inducted this year into the Hawai'i Sports Hall of Fame. She fought hard to get UH women's sports off the ground and smiles proudly when reminded that the school's only national championship banners are for Wahine volleyball.
"We just didn't have enough money to do everything we wanted to do or could do," Thompson said. "We had the potential with Marga Stubblefield in golf and some swimmers and a diver, but didn't have the money."
Thompson was persistent in the face of resistance, repeatedly hearing the same answer to her requests for more funding.
"Rather than say we can't fund athletics, they would say: 'We can't hurt the men's program,' " Thompson said. "It's difficult to work where there is injustice. It's like Martin Luther King said: 'Injustice anywhere is an affront to justice everywhere.' "
Thompson recalled her first year's budget for women's sports was set at 1 percent of the school's athletic budget. "They doubled it to 2 percent the next year and said we were moving too fast," she said.
"We're talking about human beings; it isn't about men's or women's programs. It's about giving everybody an opportunity to reach their fullest potential."
Thompson, who is legally blind and undergoing dialysis, is pleased with the changes Title IX has brought.
"I'll tell you truthfully, there's no sport that I could not have participated in," she said. "I was an outstanding athlete but I didn't have the opportunity and that's the reason I had such zest to see that other women got opportunities."
Athletic trainer Melody Toth, who will retire in August after three decades at UH, saw the development of what Thompson started.
Thompson asked why not — rather than dwelling on the "whys" tied to the lack of women's sports — in her pursuit of fairness and equal opportunity, said Toth.
Reach Rod Ohira at rohira@honoluluadvertiser.com.
Dr. Donnis Thompson
The late Patsy MinkBy Beth Hillyer
Honolulu (KHNL) -- The first ever University of Hawaii women's athletic director had zero dollars in her budget and was told over and over again that women's sports didn't matter. But Donnis Thompson fought for equal rights for female athletes and built what we know now as wahine sports. University officials, family and scores of friends looked on as a bronze statue was unveiled. The contributions of Dr. Donnis Thompson will live on, "Just getting a chance to be there at the University is very special to me," says Thompson.
Thompson, "Well I started athletics for women at the University of Hawaii. One of the sports I picked out I came originally to start womens track and field program but also when we have enough money I included women's volleyball."
The rest is history. Her next brilliant move, hiring a young, promising coach. "Oh you bet that is one of the highlights of my career hiring Dave Shoji."
Many call Thompson a pioneer because the road was not easy. "First of all there is a feeling women should not even be in athletics, it's a men's place, that's one thing we had to change."
"It was one of the great things in my life to work with Patsy Mink. She passed Title Nine which is probably the most outstanding piece of legislation since getting women to vote."
Her home is filled with plaques and awards from her days at U-H. She went on to serve as superintendent of Hawaii public schools. And now at U-H a lifelike and lasting memorial for Thompson's contributions.
"The program is a fine program and I'm very pleased to be a part of it."
Thompson embodies the aloha spirit and to give you an example, she would make Coach Shoji lug boxes of pineapples for opposing teams and officials when they travelled. Donnis Thompson is 74.
Posted: Apr 25 08 03:34 AM
Message: 10715.1 (1 of 2)
When Donnis Thompson came to work for University of Hawaii as the first Women’s Director of Athletics in 1972, she took on a $5,000 program with virtually no presence in the sports community. Over thirty years, she transformed the UH Wahines into a $4 million powerhouse including 200 women in 12 sports. Her commitment to women in sports led her to co-author with Patsy Mink Title IX, the landmark legislation that changed how the country approached female athletics.
“It was a constant fight because everything was new, everything I suggested was new,” Donnis said of her career at UH. Prior to hiring Dave Shoji in 1975, the school had never charged admission for women’s volleyball games. Shortly thereafter, the Wahines drew a sell-out crowd for a match against UCLA and the team gained national recognition. Today, the Rainbow Wahine Volleyball Team is synonymous with “girl power.” The program earns as much as $500,000 a year and has produced numerous Olympic athletes and four national titles.
Still, there were times when the struggle for equality in sports was overwhelming. Donnis recalled retreating to her research at one point, frustrated by the unrelenting uphill battle. She was jolted back into action by a female student who came to her office one day in tears. The girl had been dismissed from swim class for wearing a swimsuit that showed her navel. This incident symbolizes the discrimination women athletes still fight today. Dr. Thompson is a leader in this battle. Challenging assumptions and breaking new ground, she has worked to see women treated equally – both in and out of the pool.
http://www.ywca.org/site/pp.asp?c=9fLGJSOyHpE&b=3813083
When Kahuku had their riot back in the 80's I was there, and I watched the HPD mace children. Kahuku High School was fireing lots of local workers and hiring Haole's. It took Ira Vandapool to come to our school in Kahuku and declare that Hawaii needed charter schools. He recruited Coretta Scott King for help. And help she did, unfortunate, Donnis Thompson was Depart. of education Suprientendent--she in my opinion got fired.
She got fired because she had Waianae parents in her heart. She fought for Waianae children.
Charlie Toguchi took over, and the problem rolled over to him and got resolved.
And now we are back to space one again. We had gang fights from Kahuku to Kahana, Jessie Kuhaulua Sumo was called in to help. It worked but not until we had so much injuries.
We have Atisonoe out here so we should have some help out here in Waianae, I hope!
Any how I am a College Opportunity Program graduate 1993--How did UH Manoa get their program. Waianae had Model Cities back then, great program. And Bill Chambers rescued the funding when we lost Model Cities in Waianae. He took the funding to UH Manoa to help Waianae and other communities from other islands a helping hand into UH Manoa.
Over 130 something students are enrolled into the program each year. I don't know the graduation rate, but I believe it's still the same almost nil. I hope it has changed.
I could go on and on. About this problem of 5th year students, high school dropouts. etc...
We Waianae has the highest drop out rate in all of the US education. I believe Alabama is above or below.
I am so proud of Cambell and Kahuku High School for wanting to do something about their drop outs.
Waianae and Nanakuli, I don't know. Keeping open at night adult school is important.
Kamehameha Schools closed down their night time adult classes, because they can only have Kamehameha programs in their Leaning Center in Nanakuli. It's taken Nanakuli five years to wise up to 4140's and how it devastates their community and young lives.
I've been writting at the top of my head on things that have happened and have experienced, I hope you can filter through my mess of a post. Can you imagine Pono Kealoha sitting across of me and doing his best to listen!
Over time, we have a few days to straighten out my posting. I hope to be able to stream line the important parts after the Board and Parents and concern citizens from the community have their meeting this week.
During the ten years at UH Manoa, I incurred 50 thousand in studen loans. Kamehameha Schools- Dale Kuwada and Kua'ana Services stole scholarships from native Hawaiians on DHHL. Their was Ethnic Studies, and Operation Manong as well as Hawaiian Studies that participated in this theft of scholarship monies. Not until 1993 did this issue get resolved, only to have it be ripped out again by Community Scholarship an entity that DHHL had farmed out to for DHHL students. Then Kamehameha comes into play with federal guidelines and we right back to square one.
So those of us that want a degree and refuse to go back home and live a 'bimbo' life make student loans. Ones that we have a difficult time in repaying, when you add distance, and etc...to rural ethno families.
We don't have the foundation of different cultures like Kahuku, we just have each other to depend on.
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