As the father of a young daughter with autism, I have learned that getting your child to school is not always as simple as putting them on the bus and waiting for them to come home.

When your child has an Individualized Education Program, you pay attention to things other parents may never have to think about.

Who is working with my child today? Does this person understand her needs? What happens if her routine suddenly changes? If something goes wrong and she cannot fully explain it to me, who will be able to tell me what happened?

Those questions do not stop at the schoolhouse door. They follow our children onto the school bus.

That is why one of the simplest pieces of advice I can give another parent of a child with an IEP is this: Get to know your child’s bus driver and attendant.

Learn their names. Introduce yourself. Say good morning. Ask how your child is doing on the ride.

Those few minutes can matter more than we realize.

For some children with disabilities, consistency is incredibly important. The same bus, the same driver, the same seat and the same routine can provide a sense of comfort before the school day even begins.

Then one morning, something changes.

The bus is late. There is a substitute driver. The route changes. The bus does not arrive when expected.

For many families, that is an inconvenience. For some of our children, it can change the entire morning.

As parents, we also know that our children may not always come home and tell us exactly what happened during the ride. That makes the adults who interact with them even more important.

A bus driver may notice that your child suddenly does not want to get on the bus. An attendant may notice that your child seems upset at the same point along the route every day.

They may notice a change in behavior, a problem with another student, or simply that something seems different.

That information can be valuable to a parent.

But relationships work both ways.

Parents can also help transportation staff understand our children. You do not have to share every detail of your child’s disability or educational record. But appropriate information about communication, behavior, safety or transitions can help the adults responsible for transporting your child better understand how to support them.

And when a transportation problem occurs, you are no longer starting the conversation with a complete stranger.

That does not mean parents should be responsible for fixing school transportation. We shouldn’t.

School systems remain responsible for providing required transportation services, including services identified in a student’s IEP. When buses are repeatedly late, accommodations are not being followed or transportation problems interfere with a child’s education, parents should document those concerns and raise them with the appropriate school and transportation officials.

Building a relationship with a driver should complement accountability, not replace it.

That distinction is important.

As a father navigating special education, I have learned that advocacy is not only about what happens during an IEP meeting.

Advocacy happens in the hallway. It happens at pickup. It happens through an email to a teacher. And sometimes it happens at the bus stop at 7 o’clock in the morning.

Our children’s educational experience begins before they enter the classroom and continues after they leave it.

Think about the person behind the wheel.

For some children, their bus driver is the first school employee they see every morning and the last one they see every afternoon.

That person is part of your child’s school experience.

So tomorrow morning, if you haven’t already, introduce yourself.

Learn the driver’s name.

Let them learn your child’s name — and, when appropriate, a little about what helps your child succeed.

It won’t prevent every late bus, substitute driver or transportation problem.

But if there is one thing I continue to learn as both a father and an advocate, it is that relationships matter.

And for children with IEPs, one more adult who knows, understands, and cares about your child can make a difference.

Based on reporting by Washington Informer.

“Stompin’ Out Gun Violence” uses sought-after sneakers to open the door to a life-saving message for young people.

A new pair of shoes can do more than complete an outfit—it can help a young person step toward a safer future. That is the idea behind “Stompin’ Out Gun Violence,” a traveling shoe giveaway led by the Latroy V. Harris Initiative, “I Will Not Die to Gun Violence.”

Founder Monte Mabra says the work comes with no paycheck. Its reward is measured instead in smiles, gratitude, and the chance to turn a potentially negative outcome into a positive one. By pairing free shoes with conversations about gun violence, organizers hope to reach young people with a message that stays with them long after the event ends.

“I like what Monte is doing to change the course of violent crime,” said Michael F. Hupy of personal injury law firm Hupy and Abraham, S.C. and leading sponsor “The shoes carry them in the door, and the message follows them out.”

Students at Carmen School of Science and Technology, 3215 Dr. Martin Luther King Jr. Drive, received Nike, Adidas, and Jordans. Principal Miller said she looks forward to next year and to continuing to build a relationship with the Latroy V. Harris Initiative.

The initiative honors Latroy V. Harris, who was lost to gun violence on Dec. 15, 2025. His family and loved ones are keeping his memory alive by working to prevent other families from experiencing the same loss.

The campaign’s next stop is Bruce Elementary School on Sept. 30. Organizers plan to give away shoes, gun- and domestic-violence awareness and prevention coloring books, and educational books.

For the young people reached by the initiative, each pair of shoes carries more than a brand name. It carries a reminder: their lives matter, their futures are worth protecting, and every step away from violence counts.

Based on reporting by Milwaukee Times Weekly.

NEW YORK — For anyone raised in the Caribbean, or in a Brooklyn, Bronx, or Queens household where the radio stayed tuned to home, there was never a time without the Mighty Sparrow. His voice was simply part of the furniture of our lives: at Carnival, at weddings, at Sunday lunch, in the car on the way to JFK. On Sunday, that voice went quiet.

Slinger Francisco, known to the world as the Mighty Sparrow, died Sunday, September 27, in New York. He was 91. His family said he passed peacefully after a brief illness, with loved ones at his bedside.

He was born in Grand Roy, Grenada, in 1935, and was still a small child when his family moved to Trinidad. Port of Spain made him. Its yards, its rum shops and its calypso tents gave him his rhythm and his sharp tongue. He sang in a church choir as a boy, but the city had a louder music, and by his late teens he was performing under the name that would become a title.

The breakthrough came in 1956 with “Jean and Dinah,” his mischievous farewell to the American servicemen leaving Trinidad after the war years. The song swept Carnival, winning him both the Road March and the Calypso King crown. It introduced a young performer who could be funny and fearless at once, who could make an entire nation laugh at itself and then think hard about what it had just laughed at.

He was fearless offstage too. A year after that first crown, he refused to compete over the paltry prize money offered to calypsonians, a stand that helped push the art form toward the respect and the pay its practitioners deserved.

Over six decades, he recorded hundreds of songs. He could turn a love story, a boast or a bit of bedroom comedy into a hit, but he was just as formidable when the subject was power. “Dan Is the Man in the Van” took apart a colonial schooling that taught Caribbean children nonsense about themselves. “Congo Man,” “Mr. Walker,” “The Lizard” and “Both of Them” became standards sung by people who had never set foot in a calypso tent. Long before anyone printed it on a poster, audiences had already crowned him the Calypso King of the World.

For New York’s Caribbean community, Sparrow was never just a visiting star. He made this city his home for many years and played its biggest rooms, including Madison Square Garden, before crowds of immigrants who heard in his voice the islands they had left behind. A Sparrow show here was less a concert than a homecoming.

Trinidad and Tobago honored him with the Trinity Cross, then its highest national award, and generations of calypsonians and soca artists have named him as the standard they measured themselves against. Fans called him “Birdie,” and the affection in that nickname said everything.

Tributes are already pouring in from across the region and the diaspora, and they will keep coming for weeks. But perhaps the truest tribute is the simplest one: somewhere tonight, in Port of Spain, St. George’s, Flatbush and beyond, someone is putting on a Sparrow record, turning it up, and singing along.

Based on reporting by New York Carib News.

Is there a safe place for African Americans in the USA in 2026? What area or city can African Americans go to in order to feel safe and relax? This question came to me as I listened to an African American male talk about where he felt safe in a city. The answer to the previous question should be, “An area where other African Americans reside.” In today’s world, that statement might be a lie.

The African American man was adamant that when he visited another city, or even in his hometown, he felt safer in all-white environments. I listened to him and thought, “Is he right? Do I feel comfortable and safe around white people more so than African Americans?” I ended the conversation with the African American and continued thinking. “Has self-hate corrupted the African American mind to the point where they feel safer around those who have exploited them than themselves?” The question was so simple I had to laugh because the answer went straight to the root of the issues that plague the African American community. Many African Americans feel safer in predominantly white environments.

Many will argue that this is a broad statement and point to the makeup of the majority of cities that have a high number of African Americans. Yes, in a typical US city, it may seem that African Americans seek each other out. This is true, but are they seeking African American communities for safety, or because they cannot afford to live anywhere else? Are African Americans safe in the areas they live in that are majority African American? These are the questions where the answers can get uncomfortable.

There is no need to mention the crime rate in any so-called “African American Ghetto.” We all have heard the numbers and seen the actions that shock the world about African American interactions. The endless violence. The anger and aggression towards each other. The failing schools that are located in many African American communities. Are these factors that lead African Americans to feel safer around the people who created their misery? Is the seeking of safety around whites by African Americans even a sane act? I’ll let you answer these questions yourself.

We all know self-hatred is one of the main ingredients of the misery that shapes many African American communities. Yet, there is another ingredient that is often overlooked that gives the miasma a kick. Ignorance. Ignorance has become a mainstay in the African American community to the point where African Americans see it as the norm. Ignorance of self and lack of common sense have warped the mindset of many African Americans in the USA. Ignorance leads to a mental lack that keeps African Americans from understanding the issues they face. An ignorant person would run to the people who created their misery out of blindness, seeking safety. Doesn’t that sound like many African Americans in 2026?

African Americans should have overcome self-hatred and ignorance, with all the technological advances in modern society. That does not seem to be the case. The African American male mentioned earlier has a degree and uses technology daily for work and pleasure. Is he ignorant, or just being realistic in his assessment of the state of the African American community?
Are African Americans truly safe in all white environments? I won’t answer this because one common factor follows African Americans wherever they go. That common factor is themselves. If an ignorant, self-hating African American moves to White Heaven, they will still be who they are. In such cases, their ignorance and self-hatred may provoke the heavenly whites to attack on various levels. After all, who wants to be around someone who hates their own people, and self?

There will be no safe place for African Americans anywhere on the planet until they feel safe with what is looking back from the mirror. Until that day comes, White Heaven beckons.

Frank James IV © 2026
[email protected]

The opinions expressed in this editorial are those of the writer and not of the Milwaukee Times Weekly Newspaper or HT Group, LLC, its staff or management. “Being Frank” is a bi-weekly column exclusive to the Milwaukee Times Weekly Newspaper.

Based on reporting by Milwaukee Times Weekly.

The road after graduation can take Xavier University of Louisiana’s mass communication students far beyond New Orleans. In the last three years, several students from Xavier’s Mass Communication department have been admitted to master’s programs at the University of Southern California (USC) Annenberg School for Communication and Journalism in Los Angeles.

On Wednesday, Sept. 23, Miki Turner, a professor of professional practice at USC Annenberg and an award-winning journalist, author and producer, visited Xavier’s mass communication department to talk to students about the opportunity to study at USC after graduating from Xavier.

“When I first got to USC, I went to the dean of admissions and said, ‘Hey, can I go recruit at HBCUs?’ I thought she was going to say no. She said, ‘Of course, I’d love that,’” Turner said.

“So, I have been doing this for close to 13 years now, and nothing gives me greater pleasure than to see them come and see them thrive and shine. You know, I feel this is a part of my assignment here on earth,” she added.

After meeting Turner as a sophomore during a joint Xavier and USC research trip to Accra, Ghana, Brier Evans, a Xavier alumna and current USC Annenberg student, became one of three students to pursue USC Annenberg after her senior year at Xavier.

“What I valued about my former [Xavier] professors was how they worked with us and advocated for us. For USC, there was never a thought about whether or not I felt prepared. I was prepared. I was confident in what I had learned during my time at Xavier,” Evans said.

Dr. Nia Mason, department head of Mass Communication and associate professor, organized the event as part of an ongoing initiative to connect Xavier’s mass communication majors with prestigious journalism and graduate school opportunities.

During the discussion, she went through the application process and scholarship opportunities available and explained the type of portfolio work that catches the attention of the admissions committee.

For Xavier students, conversations about graduate school can be extremely important as many begin thinking about what comes next after graduation.

Several students, including Ja’lyn Jones, a senior mass communication major with double minors in sociology and music from Holly Springs, Mississippi, said the visit helped him understand what is possible after his time at Xavier.

“The conversation with Turner both broadened and elevated my perspective toward preparing for grad school,” Jones said.

“Learning about USC Annenberg, I was truly impressed by the diversity in not only the students and staff, but also the skill set and mindset each one possessed, while still feeding into the same institutional purpose [for HBCU students],” he added.

Turner has been involved in sports journalism and media for many years before taking a position in academics at USC. She wanted to make sure her time at Xavier was not only an opportunity for students to learn about higher education, but also about what it takes to continue developing as emerging communication professionals after earning their undergraduate degrees.

She also addressed a question specific to Xavier’s students: what it means to come from a historically Black college or university (HBCU) into a program like Annenberg.

“As a graduate of Hampton [University], I did not have this experience, so it means everything to me. The best thing about USC is that network. It doesn’t matter who you are. They got you,” Turner said.

By talking to professionals such as Turner, students can learn more about how to obtain and succeed in experiences that can help them become stronger candidates.

“I’m so grateful that there are people like Miki who are recognizing the talents that are being fostered in our HBCUs. [Those] who are seeing the gaps in their own academic spaces and are looking to place more and more of our students into these pipelines. My time at both institutions was invaluable,” Evans said.

The post Building a Bridge: USC Annenberg professor visits Xavier as mass communication pipeline grows appeared first on The Xavier Herald.

Based on reporting by Xavier University of Louisiana – Xavier Herald.

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.