Music mogul Percy Miller, better known as Master P, visited Norwood Elementary School on Friday with his mascot sidekick, Captain Ace. (Birmingham City Schools) ”

The sounds of students singing filled Norwood Elementary School Friday morning as teachers dressed in camouflage and students wearing their school colors of green welcomed a special guest whose career has been built on music, entrepreneurship and perseverance.

Before taking the stage at the Birmingham-Jefferson Convention Complex (BJCC) Friday night, music mogul and entrepreneur Percy “Master P” Miller spent the morning with Birmingham students, sharing lessons about education, consistency, networking and the importance of refusing to let circumstances determine their futures.

Miller was joined by Captain Ace, the blue-dog mascot and educational character associated with his school visits and assemblies. Together, they turned the celebrity appearance into a lesson centered on positive choices, learning, and believing in one’s potential.

The visit also brought together Birmingham city and school leaders, including Mayor Randall L. Woodfin, Birmingham City Schools Superintendent Dr. Mark Sullivan and members of the school system’s staff and leadership.

At the conclusion of the assembly, Woodfin and Sullivan presented Miller with a proclamation honoring his visit to Norwood Elementary.

For Miller, however, the morning was less about recognition and more about the children sitting in front of him.

“I love the kids,” Miller told the students. “Even though I got a show, I’m like, no, I got to come and touch the kids because that’s the future.”

Miller said his focus is on what he described as “saving the next generation” and educating young people so they can recognize their potential.

“I want these kids to know that they can fly over all this negative,” he said.

That message became personal when Miller reflected on his own childhood.

He told students he grew up living with his grandparents, who had 12 children. His family lived in a three-bedroom housing project, but Miller said he refused to allow his circumstances to define what was possible for him.

“I didn’t let my condition stop me, and I don’t want you guys to let your condition stop you,” he told the students.

Miller repeatedly returned to the idea that dreams require action.

“There’s no limit to your dreams,” he said, emphasizing that success requires work and that students cannot “cheat the game of life.”

He then asked the students how many of them wanted to be successful. The room responded.

Miller used a familiar example to explain one of his central lessons: McDonald’s.

After asking students what the restaurant sells, he shifted the conversation from hamburgers to consistency.

“McDonald’s is selling consistency,” Miller said.

He explained that a Big Mac is expected to taste the same wherever it is purchased, using that familiarity as an analogy for persistence.

“Keep doing something, not giving up,” he told the students. “Keep chasing your dreams, doing something every day to get that, even when it don’t look like it’s gonna happen.”

“Somebody’s gonna make it big.”

Miller also challenged the students to think about the relationships they are building now. He asked whether they understood what networking means before explaining that the people sitting beside them today could become important figures in their lives tomorrow.

Miller shared a story about a girl he knew when he was in school — someone he said other people did not like or treated negatively. Years later, she became a bank president. When Miller needed a loan, he said, she remembered how kind he had been to her when they were younger.

“You never know who’s gonna be what in here,” Miller said.

He encouraged students to introduce themselves to others, learn their names and treat people well.

“That’s networking,” he said.

For Miller, the lesson went beyond professional connections. He encouraged students to recognize the possibility within one another.

“Who’s gonna be a doctor? Who’s gonna be a lawyer? Who gonna be a teacher?” he asked. “Who gonna be the president of the bank? Who gonna be the mayor? Who gonna be the superintendent?”

Miller said students cannot know where their classmates will end up, which makes how they treat one another today important.

“Somebody’s gonna make it big,” he said. “And it could be all you guys.”

Moments of Celebration

The visit was also filled with moments of celebration. Before Miller addressed the students, Norwood teachers and scholars welcomed him with a robust singalong to “The Affirmation Song,” creating an energetic introduction to the morning’s message.

The appearance of Captain Ace added another layer to the program. The character is part of Miller’s educational work with children, with school assemblies and musical programs addressing topics including anti-bullying, stranger danger and mental health awareness.

Miller said he has spent years making time for young people because he sees them as the future.

The message aligned with the presence of Birmingham’s education and civic leadership throughout the morning. Woodfin and Birmingham City Schools leadership have increasingly emphasized connecting children with educational, enrichment and career opportunities across the city. Earlier this year, the city announced its Children and Youth Commission’s Cradle-to-Career Roadmap, a strategy designed to connect the systems and resources influencing children from early education through adulthood.

For Norwood students, however, the morning offered a more immediate lesson: the opportunity to see someone who built a career from a childhood that did not necessarily predict the future he ultimately created.

As Miller prepared to leave, he encouraged students to keep working, keep learning and keep believing in themselves.

“I kept going,” he told them, reflecting on the people who once told him he would not succeed. “That’s what I want you guys to do. Keep going, no matter what your conditions is. No matter what your environment is.”

Based on reporting by Birmingham Times.

By Adam Shapiro

Kristen Amundson has devoted her professional life to supporting students and parents throughout the education system. Previously, she authored “81 Questions for Parents” and “Unfinished Learning: Parents, Schools, and COVID School Closures.”

Amundson, the former president and CEO of the National Association of State Boards of Education, is now turning her attention to grandparents. Her new book is titled “The Grandparent Effect: Helping Children Thrive Through Love, Support, and Connection,” and is published by Bloomsbury.

Amundson explains that grandparents have become increasingly important in children’s lives due to longer lifespans and changing family dynamics. Originally, grandparents were important for children’s survival, particularly at a time when families were large and mothers needed extra caregiving support. Because mothers often turned to their mothers for this help, the positive impact on children was often called the “Grandmother Effect.”

Today, many more grandfathers are involved with their grandchildren. Amundson prefers to talk about the “Grandparent Effect” and notes that these caregivers also support reading and writing, boost confidence, and encourage grandchildren’s interests. She notes that those involved grandparents experience health benefits themselves (“if you have to get on the ground with an infant and take a child to the park, you are moving around and that’s good exercise!”).

The book provides an overview of how the role of grandparents has evolved over time, explaining that until the 19th century grandparents often lived close to their grandchildren and worked together on farms. She describes how the Industrial Revolution led to families splitting up, with children moving to cities for factory work while grandparents remained on farms, resulting in grandparents becoming poorer over time.

“There are many examples of how grandparents have adapted during recent challenges, including providing support during the pandemic through in-person care when possible or using technology like FaceTime and Zoom when physically distant, and taking on roles like ‘granny nannies’ to help with childcare and education needs,” she says.

Amundson tells the story of a grandmother who took the time to become certified in dyslexia training and taught her family members, including her granddaughter and grandson.

But with these added roles come some possible hiccups along the way. She emphasizes that grandparents need to remember they are no longer in charge like they were with their own children, and parents have the right to set rules that grandparents should respect. Amundson illustrates this point with examples about discipline and food choices, noting that grandparents should follow the parents’ guidelines rather than overruling them (except for maybe allowing an extra cookie).

“I know of a situation where grandparents crossing boundaries affected family dynamics when they took their grandchild to the emergency room without involving the parents, which later led to a temporary timeout for the grandparents.”

Amundson’s book also includes examples of ways grandparents advocate for the next generation, such as Texas grandmothers who speak out on state legislation.

Other grandparents participate in a self-help group supporting custodial grandparents who care for children whose parents are dealing with substance use issues or are incarcerated. The group provides practical support including educational seminars, college application assistance, and simple activities like Halloween decorations to help children feel included.

Amundson’s book is a valuable and enjoyable resource for grandparents who are navigating the excitement and joy of their senior status in the 21st century.

By Marc H. Morial

National Urban League President & CEO

New York City’s troubling decline in reading scores, despite one of the most ambitious literacy reform efforts in the nation, is a wakeup call for the entire nation.

Across the country, reading achievement continues to decline. Nearly 40 percent of fourth graders read below the basic level and roughly a third of eighth graders are reading below basic, the highest share ever recorded.

Taken together, these numbers reveal a national literacy crisis that threatens economic opportunity, educational equity, and our nation’s future competitiveness.

Reading is not merely another subject in school. Reading is the foundation upon which all learning rests. A child who struggles to read struggles to learn history, science, mathematics, and civics. A young person who cannot effectively read and analyze complex information faces barriers to college completion, workforce success, and informed participation in our democracy.

That is why the growing literacy crisis is fundamentally an opportunity crisis. Behind every percentage point is a child whose future opportunities hang in the balance. Persistent achievement gaps mean that Black and Latino students continue to bear a disproportionate share of the consequences when reading instruction falls short. If we are serious about economic mobility and educational justice, literacy must be at the center of the conversation.

For more than two decades, many schools embraced Balanced Literacy approaches that sought to cultivate a love of reading by putting books in students’ hands and encouraging independent reading. The approach was well-intentioned, but too often foundational skills instruction, particularly phonics and decoding, suffered.

The evidence is increasingly clear that explicit, systematic instruction helps more children become successful readers. States and school districts that are embracing these principles deserve credit for moving in the right direction. But millions of students are already in middle school, high school, and even college struggling to read complicated texts, analyze difficult arguments, and complete entire books.

What is our plan for them?

Too many students arrive in high school lacking the reading stamina necessary to engage deeply with literature, history, or complex informational texts. College professors increasingly describe students who struggle with lengthy assignments that previous generations navigated more comfortably.

To be clear, Balanced Literacy alone cannot explain these trends. Increased screen time, constant digital distractions, shortened attention spans, and the dominance of algorithm-driven content all influence students’ reading habits and learning experiences.

Yet recognizing these factors cannot become an excuse for inaction.

Instead, it should compel us to think more broadly about literacy.

The challenge before us is not simply helping children sound out words. It is helping them develop the capacity to wrestle with complex ideas, sustain attention, evaluate evidence, and build knowledge through reading. It is helping them become informed citizens and lifelong learners.

And that requires a comprehensive, systemic strategy.

We need high-quality literacy instruction beginning in early childhood settings and extending throughout elementary school. We need to strengthen early intervention so that struggling readers receive support before learning gaps become entrenched. We must carefully examine the quality and effectiveness of programs serving our youngest learners, including Head Start and other early childhood initiatives.

At the same time, we need a national commitment to literacy recovery for older students. Districts and states should be developing evidence-based strategies that help adolescents strengthen comprehension, vocabulary, knowledge-building, and engagement with complex texts. Students who fell behind during the pandemic and those who continue to struggle deserve intensive support, not lowered expectations.

We should also have serious conversations about the role of technology in children’s lives. Restricting unnecessary screen exposure, particularly in the early grades, should be part of a broader effort to rebuild reading habits and attention spans that support learning.

More concerning than the decline in reading scores is the absence of a clear, large-scale strategy to address the growing crisis. Every year that a struggling reader falls further behind increases the likelihood that they will face lifelong educational and economic disadvantages.

The recent reading results from New York City are a warning. The national NAEP results are an even louder one. Together, they tell us that incremental change is not enough.

We know more about how children learn to read than ever before. We know that literacy is the gateway to opportunity. What remains to be seen is whether we have the collective will to act with the urgency this moment demands.

Our children cannot afford for us to wait.

Based on reporting by Jackson Advocate.

Author: Eriq La Salle, Copyright: c.2026, Publisher: Poisoned Pen Press, SRP: $18.99, Page Count: 304 pages

Finally, after so much work, you’ve left your past behind.

That’s what you tell yourself: what’s done is done and you can’t undo history. It’s over. You try not to think about last month, last year, a decade back because what does it matter? As in the new novel, “Laws of Solomon” by Eriq La Salle, remembering is too full of pain.

The monsters that came to him early in his sleep were the easy ones. It was the later demons that stole Solomon Nangobi’s sleep, the spirits of all the people he killed when he was a child soldier in Uganda, and when he was a fixer in New York as an adult. Their ghosts called to him with urgent voices, though he left that life behind long ago.

Now, his days were filled working the soil in gardens near Malibu, and he loved the quiet life.

Still, he kept his guns.

And he was glad: when Solomon recognized two Zeta gunmen stalking a well-dressed man, woman, and child through the gardens, he couldn’t walk away. He stopped the gangsters with bullets, but not before the adults and their bodyguards were dead. The child, an 8-year-old boy named Gaby, was safe, but Gaby couldn’t tell Solomon what was going on.

What became quickly certain, however, was that Solomonwas now Gaby’s guardian, and the Zeta crime boss wanted them dead, too.

When he was the same age as Gaby, Solomon saw unspeakable things, the murder of his parents, the destruction of his homeland, and the atrocities that Uganda dictator Idi Amin’s soldiers committed. He learned to kill, he observed, and he was hardened, understanding as a small boy that revenge was often necessary and needed, and that blood would shed at those times.

But Gaby was pure, an innocent, a child.

Solomon reached out to his contacts to try to get the boy to safety, but being a contact of a marked man was likewise a dangerous thing: the monsters outside were worse than the ones inside him.

Two words for you: ‘Whoo weee.’ That’s what you’re going to say when you close the back cover of “Laws of Solomon,” knowing that you’ve just been taken on a wild up-and-down, around-and-round ride.

La Salle makes it impossible not to like Solomon, an African man who has, over time, lost nearly everything dear to him and who has no faith in much of anything. Readers get that part of the story eventually, and there’s historical authenticity in some of it, but we never really get to know Solomon, which makes the book feel dark and dangerous. Along the way, we meet and get to know his helpers, which buoys Solomon’s chase to find safety for the boy, and your heart won’t stop pounding.

Keep in mind that this is a thriller partially set in 1970s Uganda, so expect lots of violence but don’t expect a lot of people to live. If you’re up for that, find “Laws of Solomon.” You won’t be able to leave it behind.

By Barbara Bauer, Special to The Post

Floating bubbles greeted families on arrival at the Bookout Block Party held on Sat. Sept. 12 at 39th and MLK Blvd. in Oakland.

Sponsored by Marcus Books and Storyland Collective, a wonderland of activity for children stretched to Longfellow School while live music filled the air, courtesy of KWC Complex Jazz Group.

Booths lined the street with arts and crafts, and children participated in hands-on art projects. A large display of books was on display and each child chose his/her free book to take home. Food and snacks were available, and free water was encouraged to keep all hydrated.

A large area of turf was filled with huge bean bags for jumping, rolling, and sitting to listen as families crowded close to listen to Oakland Mayor Barbara Mayor Barbara Lee read a book out loud.

Of the numerous booths present were, “Claim Your Scholarship,” a program for Oakland Public School students and “VOLUNTEER NOW,” a program encouraging volunteers to help boost reading proficiency. Individuals sold their art and products. Free gifts were at many tables and a raffle was held.

The event with Marcus books culminated a summer-long program organized by Storyland Collective, a literacy arts organization bringing children’s ‘storytime,’ local authors, and art activities to Bay Area neighborhoods. Marcus Books is the oldest, independent Black-owned book store in the U.S., featuring books by and about Black people here and abroad.

Copyright: c.2026, Publisher: The Belknap Press of Harvard University Press, SRP: $29.95, Page Count: 338 pages

Four weeks of testing, and you’re exhausted.

Two gallons of blood, maybe three, have been removed. No lie. You’ve laid on tables, slid through machines, been scanned so much you lost count and finally, your doctors have a diagnosis. As in the new book “Curved Air” by Kevin Davies, you have hope there’s a what next?

Though the disease was known in parts of Africa and likely existed here in the United States for hundreds of years, sickle cell disease (SCD) is a relative newcomer in disease research.

Says Davies, “Sickle cell was first identified more than 120 years ago” and it was considered as a “Black disease.” Because of that, discrimination followed “sickle cell warriors” and research was scant, though white people can and do get SCD.

With “agonizing” pain as a major symptom, “SCD is one of roughly seven thousand genetic diseases” currently known to science. When someone has SCD, a genetic mutation causes their red blood cells to curve and get stuck in blood vessels, rather than flowing freely as they should. This diminishes the oxygen supply “to various parts of the body… which causes inflammation and pain,” jaundice, stroke, and damaged organs. Anemia, Davies says, can leave a patient fatigued and short of breath. Anticipating pain crises causes anxiety and PTSD.

Says Davies, “More than forty million people carry” one copy of the genetic mutation that causes SCD, and “five hundred thousand affected” babies are born with the disease per year, worldwide.

Over decades, research was done haphazardly. Papers were written; treatments were tried, used, or discarded. Doctors discovered that genetic testing could prevent new cases, a heartbreak for would-be parents. Researchers discovered that “a perfect storm” of confluence spread SCD: malaria, human population, and mosquitoes.

There was always hope that someday, sickle cell disease might be cured.

Then, Clustered Regularly Interspaced Short Palindromic Repeats (CRISPR) gene-editing therapy was approved by the FDA, and a brave volunteer named Victoria Gray stepped forward…

So, you want to – need to – learn more about sickle cell disease? Is it imperative for you? Then, this is your book. But there are things you’ll want to know before you dive into “Curved Air.”

Because author Kevin Davies is the editor of The CRISPR Journal, you can expect up-to-date, cutting-edge information; but that’s a two-sided coin: the information is heavy-duty, not always easy to grasp, and it’s burdened by acronyms that can be overwhelming. Yes, that’ll inform you, but it may also send you elsewhere for further understanding, which really should’ve come from this book.

And yet, if you or someone you love has SCD, this is your book. It explains where the disease came from, why it hasn’t been completely cured yet, and what kind of hope you can hold. It’s a good start on a path to comprehension.

Also, be aware that the narrative here is sometimes padded with journalistic fluff that might annoy you if you’re eager to get to the science. Indeed, “Curved Air” will teach you. Then again, it also might test you.