Government agencies and non-profits focused on child welfare, mental health, substance abuse juvenile justice, homelessness, and education often exist in silos and don’t have structured ways of learning from each other or working together. We help organizations better meet their goals by helping them improve their approach to planning, people, practices and/or policies.
We are particularly focused on systems integration and helping clients execute bold, high-impact ideas to promote equity and undertake previously unthinkable tasks.
The ThirdWay Solutions Team has a wealth of experience in K-12 education. Our Managing Partner served as a Superintendent of Schools for over a decade and lead two nationally recognized education reform organizations.
Our team includes former principals and district personnel as well as coaches who have provided professional development and technical assistance for schools over multiple decades. We help school systems improve their approach to performance, planning, practices, policies, partner management, and power dynamics. We are particularly focused on equity — and improving outcomes for students who are too often pushed to the side.
Below is a list of school systems with whom we have worked (in alphabetical order):
- DC Public Education Fund and Raise DC
- East Baton Rouge School System
- KIPP SoCal
- LaFourche Schools System
- Los Angeles Unified School District
- Louisiana State Department of Education
- Phoenix Union High School District
- Summit Public Schools
- Tangipahoa Parish School System
What our clients say
“Cami and the ThirdWay team have done amazing work all over the country, including in the most unlikely corners of Louisiana. What’s different about their approach is that they are committed to the long-term work of changing hearts, minds, and practices about issues of identity, school culture, and equity. Her team’s wisdom, if not their services, would be of great use and influence for many chiefs, especially now.” — John White, Former Louisiana State Superintendent
“ThirdWay Solutions, led by Cami Anderson, is fiercely focused on making sure all students thrive, including and especially those who are often left behind. I am continually impressed by their deep knowledge of everything from very technical and specific solutions for students with disabilities to big, disruptive ideas about fundamentally changing the way we think about special education and other equity issues.” — Kristin Wright, former California State Director of Special Education and Executive Director of Equity, Diversity, Intervention at the Sacramento County Office of Education
“Cami has been focused on delivering excellence to students who struggle and broader issues of equity for as long as I have known her. Systems will benefit from her passion, know-how, and real-life experience in creating change at scale. She’s good at both the details and systems needed to move the work as well as the deeper coaching of leaders that leads to lasting change.” — Kaya Henderson, CEO of Reconstruction, and former Chancellor of DC Public Schools
Discipline Revolution Project Members:
Happy new year.
We wrote this organizational update before the horrifying violence in the capital last week. As you know, everyday, we partner with schools, systems, organizations, and leaders to develop anti-biased, anti-racist cultures and to advance racial justice in communities across the country. The events of this past week — fueled by the cancer of white privilege and supremacy — have given us even greater urgency. In that spirit, we share this summary of our work in 2020 and invite you to continue on this journey with us in 2021.
Our 2020 can be described in 4-3-2-1…
We partnered deeply with four public school districts — two traditional and two charter. We supported their work to create anti-biased, anti-racist school cultures. We helped them intensify their focus on student well-being, supports to prevent incidents from occurring, rooting out biases in their organization and schools, and radically rethinking how to respond to conflict.
We planned, facilitated, and hosted three virtual “communities of practice.” Leaders from the greater Houston Area, The Broad Center alumni network, and New Leaders gathered to discuss research and promising practices about de-criminalizing and de-policing how we handle school discipline. Participants shared what’s worked and surfaced common struggles.
We consulted with two states about their approach to putting discipline reform at the core of their agenda, even as they responded to COVID. We became an approved provider by the Council of Chief State School Officers (CCSO) to support states in implementing their child and family well-being guidance.
In every engagement, we had one singular focus: to spur deep, lasting, and real change by acting as truly trusted partners to our clients. We’ve woken up every day and thought about how to help leaders resist the urge to settle into old ways of being — and to use this moment of inflection to tackle past patterns that cement inequities. We’ve coached, laughed, pushed, planned, and helped execute big things.
Our CEO, Cami, wrote several pieces to help move the national conversation including ‘Police-Free Schools’ Vs. ‘Chaos’ Is a False Choice. Here’s What Districts Must Do to Implement Real Discipline Reform, COVID-19 Presents a Chance for Bold Reform of Schools That Have Long Failed High-Needs Students. Louisiana Can Lead the Way, and We Need a New Way of Talking About Students Who Face Barriers Erected by Adults and Sustained by Broken Systems. She was also interviewed by Huffington Post, Bloomberg News, and Instruction Partners about how to think about discipline reform and police-free schools. She joined DRP coach April Dinwoodie for a conversation about the role family diversity plays in the work and The Line for a conversation about the critical need for social-emotional supports for adults and kids right now (see Episode 5: The Path Back to School).
With all of the individual and collective trauma we’ve experienced, our work at DRP is critical. We will either have the courage to transform classroom and school environments, including de-criminalizing our approach to student behavior, or we run the risk of further disenfranchising students and communities we were already failing.
Here’s to effecting deep change in 2021,
Cami and The DRP Team
P.S. ThirdWay Solutions (DRPs umbrella organization) is hosting a webinar on How to Raise Anti-Biased, Anti-Racist Kids on January 19th. You can register by clicking here.
P.P.S. Cami writes a blog for Forbes about trailblazing women across sectors. Last month’s edition focused on three female Superintendents. We though you might enjoy reading it.
Hyperlinks may be broken in forwarding this update – please use this address to access the document with the links included:
We hope you are staying as safe and productive as possible as the reach of the pandemic continues to grow. We are grateful for educators like you, who are out there making it happen for kids and families in the face of so much adversity.
We are writing to share three quick updates:
- This Thursday, our CEO, Cami Anderson will be participating in an important discussion about attending to students’ social and emotional well-being right now. Connectivity and on-line learning have taken front stage for much of 2020 and that is, to some extent, necessary. At DRP, we believe that schools should be thinking just as deeply about how to support students’ social and emotional needs. The Path Back to School – Episode 5: Social Emotional Learning will be on Oct 21, 2020 01:00 PM Eastern Time. You can register here.
- An important article by Erica Green, Mark Walker, and Eliza Shapiro ran in the New York Times about the microaggressions and outright racism experienced by Black girls in school. An equally critical study by Dan Losen and his colleagues came out this month showing that in 28 districts, middle and high school students lose more than a year of instruction due to suspensions. Both are a must read.
- This Thursday, DRP Contributor, April Dinwoodie ,will be hosting a panel about multi-racial and multicultural families and our CEO, Cami, will be on the panel. Race & Culture in Adoption and Foster Care – Virtual Series, sponsored by the Center for Advanced Practices at Adoption RI and NAACP. To register, click here.
We have three new offerings we want you to be aware of:
- DRP is launching Communities of Practices in cities and states across the country. Groups of district and charter systems come together and participate in a 5 to 10-part virtual series. The learning series helps system leaders (with teams of 4 – 6 people) explore what needs to be true to shift away from harsh, biased, punitive discipline practices. We explore research and promising practices that help create conditions that prevent students from using negative behavior to communicate and build systems that help schools respond to struggle, incidents, and difference skillfully.
- Furthering our core mission, DRP is taking the lead in rethinking, reimagining and eliminating the need for school resource officers and/or school police. Our team partners with systems for 12 -18 months, helping build systems tailored to the needs of each unique community where all students feel psychologically, physically and emotionally safe.
- Our core model of helping systems conduct EQUITY audits using our framework that has proven successful across the country can now be done virtually. Our team has updated our tools and products to ensure clients can access the learning even while travel is limited.
Cami and the DRP Team
What a challenging school opening season this is. We are sending you strength and well wishes as you navigate impossible decisions and try to build a new plane mid-flight. We’ve been busy, like many of you, and wanted to catch you up.
- What “Defund Police” Means for Us: Calls to defund police and to examine racist and biased policies are becoming even more urgent in the education sector. Cami appeared on Bloomberg News with a panel of experts to talk about what the defund police movement should mean for schools — emphasizing the work is about much more than kicking police officers out of buildings.
- A Blueprint to Remove Police from Schools: In this piece, ‘Police-Free Schools’ Vs. ‘Chaos’ Is a False Choice. Here’s What Districts Must Do to Implement Real Discipline Reform — our team lays out a specific plan of action that goes beyond slogans. We feel the urgency to help systems tear down discipline systems that over-police Black, Latinx, and LGBTQQ students and students with disabilities. And, we know we have to replace it with something better while keeping kids physically and emotionally safe.
- Discipline and Inclusion During COVID: In the age of COVID, we are seeing systems that have not critically examined the dire consequences of exclusionary and biased discipline systems doubling down and making terrible choices even in virtual and hybrid environments. Cami talked to the Huffington Post about the fact that we are likely to see more, not less, struggles and incidents right now and that we need to be more prepared than ever to respond in ways that keep kids learning.
- The Long Tail of Change: DRP is lucky to work with Tangipahoa School District in Louisiana for several years — both on creating more anti-biased, anti-racist cultures in all schools and reexamining policies and practices with an equity lens, but also in radically rethinking their approach to “alternative schools.” Shout out to recent press about the continued progress there, even in the face of enormous challenges.
- The Intersection of Instruction, SEL, and ABAR work: Instruction Partners — a partner organization with whom we collaborate — is doing exceptional work helping districts, states, and CMOs transition to high-quality hybrid and on-line instruction. Cami recently talked to their CEO, Emily Freitag, about the need to think about that work alongside supporting students’ social and emotional well-being and building anti-racist and anti-biased cultures.
We hope you and your team make time to ask yourselves some critical questions:
- Are you rethinking what “discipline” policies should look like in a virtual, hybrid, or in-person environment? Is your team prepared to be even more skillful in handling the increasing amount of conflict we are likely to see in face of collective trauma?
- Have you taken time to work with administrators, central teams, and teachers to process and embrace how their jobs have changed — beyond issuing new roles and responsibilities documents? Are they invested in solving problems in a bottoms-up way?
- Everyone is in a learning space — and we can do so much more virtual learning for adults right now. Are we using this time to help adults get better at (a) building purposeful, trusting relationships with students, (b) responding skillfully to difference, struggle, and conflict, and (c) partnering with families in much deeper ways?
- Do you have MOUs governing how you work with police? Child welfare agencies? Are you eliminating or reinventing the role of school resource officers? How are you going about that process and what needs to be true for that to mean more psychological and physical safety for students? How is your security staff trained?
- Are you an actively ABAR (Anti-biased and Anti-racist) organization? What does that mean? Look like, sound like, feel like? Is your core team engaged in personal reflection about the extent to which they are critically conscious leaders? Have you reviewed all of your people, practices, policies, and partnerships with an ABAR lens?
If you read the list of questions and thought — wow, these topics are not getting enough attention right now, we can help. We fully appreciate why so many have prioritized instructional models and health protocols — but we deeply believe that you have to think about those things alongside culture and climate and equity.
Thank you for the work you do; we honestly cannot think of a more important time to be an educator than now,
Cami and the DRP Team
DRP Members and Partners:
Like many of you, our team experienced horror and sadness as videos and audio tapes revealed Breonna Taylor and George Floyd being murdered by police. Black Americans — sisters, fathers, friends, and partners — living their lives, sleeping in their homes, going for a jog, and running errands are no longer with us simply because of the color of their skin. These are not isolated incidents.
Black people were 24% of those killed by police last year despite being only 13% of the population. Indeed, we all breathe poisonous air polluted with anti-Blackness that manifests in so many ways, including in education. To our Black colleagues and friends, we are sending you extra love, knowing you have to show up for your students while taking care of your families and yourselves.
Our mission at The Discipline Revolution Project (soon-to-be-named The 20% Project) is to (1) support schools and systems leaders to build anti-racist/anti-biased, high expectation, high support cultures, (2) put in place robust family and student supports, and (3) actively tear down policies and practices that cement inequities. Our work has never been more urgent.
We are glad to see the outrage about racial disparities in policing and we know the same biases that exist in broader society play out and, in some cases are exacerbated, in classrooms and school buildings. This isn’t a time to point fingers, it is a time to act within our own sphere of influence. Many of you have reached out for ideas and resources and, in that spirit, our team is sharing what we call a “2x3x1.” In keeping with our EQUITY Framework and our organizational values, we are sharing two things we recommend you do now, three things you should think about over the summer, and one thing we hope you do personally to help realize racial justice.
- As educators, do not look away, don’t say nothing. All of your students are watching the news, scanning social media, and talking to their friends about the events that led up to this week and how things are unfolding. If you are still in school, create a safe container to talk about what is happening with your students — some good resources are from Teaching Tolerance and Morningside Center. If you are already out for this term, use the time to prepare so you are ready when you do reconnect with students.
- Combat existing narratives that Black residents are somehow to be “blamed” for dying at the hands of police or expressing outrage. White, Black and brown young people might be hearing this from the media, friends and family. I’ve had piercing questions about this from all the young people in my life — my son, nieces, nephews, students, and mentees — across socio-economic and racial lines. The narrative is prevalent. Read this piece by Adam Sewer that talks about America’s racial contract. Or, consider this piece about the context behind the rebellion in Ferguson. Facing History and Ourselves compiled data on the history of policing to help put this moment in broader content.
- Look at your discipline data, practices, and policies as urgently as you call for police to change their ways — build the skill and will of educators to de-escalate conflict, build healthy relationships with an understanding of how power and race plays out, facilitate community, partner with families, and actively interrogate their own biases; consider:
- Nationally, Black students are between 2.5 and 4 times more likely to be suspended or expelled than their White peers. Black families report that often the only time they hear from their child’s school is when they are in trouble.
- Black students are physically restrained in schools more than their White peers.
- These are life altering disparities as even one suspension dramatically increases students’ chances of being connected to the juvenile justice system and then, a racist criminal justice system for life.
- In recent studies, Black boys received far more negative attention than their White peers and Black girls were rated “less innocent” in a survey of teachers (from Black and White teachers, though the outcomes are worse with White teachers).
- Schools value kids who push back on authority, “think out of the box”, and march to their own drummer as long as they are White; Black kids with the same characteristics are too often feared, punished, and controlled. Psychological and emotional safety are just as critical as physical safety.
- Rethink “escalation protocols” and when and how you involve law enforcement — negotiate memorandums of agreement, engage in joint training about relationship building, de-escalation, and anti-bias work, build shared values and language around how to engage young people; consider:
- 50% of school-based arrests are of Black students even though they make up 16% of the student population
- The connection between school discipline and problematic policing is tighter than we think. It’s time for educators to step up. It is our moral imperative.
- School and systems leaders must be active in pushing law enforcement to take a proactive, developmentally appropriate and anti-racist approach to engaging young people, not simply call them when things get “out of control.”
- Overall, we should severely limit the amount of police interaction that occurs in schools (only when absolutely necessary) – and we should be working proactively to build shared value for our children’s psychological and physical safety.
- Actively examine your instructional practices — the who, what and the how — pick content that is pro-Black/Latin-X/Indigenous, recruit and retain educators of color, give all kids access to rigorous and culturally competent instruction and assignments, and prioritize building school and classroom cultures; consider:
- We see and hear Black (and brown) students less than their peers: in almost every school climate and culture study, Black students report they feel less safe, less connected to school, and less connected to a caring adult than their White peers. This can be soul-crushing for students and have profound effects on their school experience and their life prospects.
- We expect less from Black students: Black students are exposed to content and assignments that are far below grade-level. Black students report that adults underestimate their intelligence and expect less of them.
- Black students rarely “see” themselves accurately represented in history or in any materials. Little, if anything, is taught about great Black civilizations, leaders, and contributions. And, to the extent we teach about the founding of our country or the civil rights movement or slavery, our curricula too often leaves out the tough stuff about the role institutional racism has played throughout. Curricula, books, and supplemental materials present White people in a favorable light and Black people in an unfavorable light. We need to seek and create better and more pro-Black content.
- Having even one Black educator can increase a Black student’s likelihood of graduating by 13%.
To our White colleagues and friends: Let’s not make Black people do all the work right now, or ever. Let’s take time to further educate ourselves and others, reflect and “be the change”. I am happy to schedule a call if you want a thought partner, but here are some initial ideas. If you haven’t already (I know some of you have) let’s commit to:
- Continually educating ourselves about how our country has promoted a White-normative culture that has perpetuated White supremacy — and how that influences all of us. Kendi put together an anti-racist reading list here. Consider what we gravitate towards as we consume narratives, content, and products. Our choices could be causing “confirmation bias” (e.g., if all you read or experience is from a White perspective, you are likely missing something).
- If you are raising kids or play a primary person role to any kids, consistently practicing (you never “arrive” — I read and practice every single day) raising them to be race-conscious and anti-racist; some good and comprehensive resources (including readings, blogs, associations, children’s books, podcasts and more) are found here.
- Getting in the arena — pushing ourselves not only to be an allies but rather co-conspirators — and knowing the difference. Not just talking, but acting — including and especially when it is uncomfortable.
- Actively engaging other White friends, colleagues, and family in everything we are learning – and encouraging them to learn and discuss with their circle too. As educators, we cannot see this work as “nice to have” but as essential and urgent if we are going to do right by all of the students.
To all members of the DRP community: We believe biases exist in all of us and that we all have an obligation to understand how implicit biases are cemented — even in “good people.” Cumulative “micro aggressions” cause students to shut down, disconnect, or worse. Too often, Black students experience toxic or unsupportive school cultures and so do students who are LGBTQQ, students who are growing up in non-traditional family structures, students with disabilities, and students whose families are immigrants.
We need to make this a moment of real change. We also can’t make this only about police reform — because we have so much to do in education too. And we have moral obligation not just to critique and observe problems, but to actively solve the ones within our control.
As always, we are here to support you and your team as you navigate these rough waters.
In partnership, Cami and the DRP team
By WINNIE HU
NEWARK — There is Sonn Sam, a Rhode Island transplant who could be mistaken for one of the students at his alternative high school, with his shaven head, sneakers and tattooed left arm.
There is Chaleeta Barnes, who was promoted after just three years as a math coach at the Newark elementary school where her mother once taught.
And there is Raymond Peterson, the founding principal of Bard High School Early College in Manhattan, who came out of retirement to start a similar school in Newark.
These are some of the 17 new principals — 11 of them under age 40, 7 from outside Newark — recruited this year to run nearly a quarter of the city’s schools. They were hired by Cami Anderson, the new schools superintendent, as part of an ambitious plan to rebuild the 39,000-student district, which has long been crippled by low achievement and high dropout rates, but now is flush with up to $200 million from prominent donors, including Mark Zuckerberg of Facebook.
“I believe a strong principal is the key to almost everything,” Ms. Anderson said in an interview. “Where you have great performance, you have great principals, period, full stop. Where you have low performance, you have struggling principals. It’s not that complicated.”
Ms. Anderson, 40, who was appointed in May, said that before she came, Newark chose principals through an informal and somewhat arbitrary process, based largely on recommendations from school employees, parents and political leaders. She quickly ousted six principals she deemed ineffective, then used some of the donor money to set up a search committee to replace them and to fill seven vacancies and four positions at new high schools. Ms. Anderson has also broken from district policy to give all principals more autonomy to hire staff, and teamed up with a nonprofit group, New Leaders for New Schools, to develop what she called an “emerging leaders program.”
All of which has led to complaints from some teachers, parents and community leaders.
“She’s taking a real dramatic approach and bringing in younger leaders with little or no experience,” said Alturrick Kenney, a public affairs consultant who is a member of the city’s school advisory board. “That’s a great thing for their careers, but it could be a detriment for the district. It’s like with any basketball team: you bring in a group of rookies, and they will typically be outperformed by the veterans.”
Others said that the hiring process dragged on too long, leaving some schools paralyzed until shortly before classes began on Sept. 6, or that the emphasis on principals might skirt a larger issue: teaching. “It’s very easy to blame the sinking of the Titanic on the captain, but I would think the crew had something to do with it, too,” said Joseph Del Grosso, president of the Newark Teachers Union.
To Ms. Anderson, though, the two are intrinsically linked. “We carefully selected principals with the skill and will to drive teacher quality,” she said.
Her search committee, which included former principals and teachers, recruited and screened about 90 candidates, two-thirds of whom were brought in for four-and-a-half-hour interviews in which they critiqued videotaped lessons, discussed case studies and wrote essays on the spot.
“There was no way you could blow through this interview,” recalled Lynn Irby Jackson, the new principal of Arts High School, who had worked in the system for 19 years, including as an elementary school principal. “You needed to bring your A game.”
District officials said the new process weeded out candidates who looked better on paper than in person, and allowed less traditional ones to shine. Among those who made the cut were a charter school leader with a M.B.A., a cofounder of a nonprofit group working to end youth violence and an assistant principal of alternative schools and programs in New York. Their salaries range from $103,456 to $139,768, and the district has assembled a team of seasoned administrators to help train, monitor and evaluate them.
“They have a gleam in their eye, and they’re ready to go work,” Leonard P. Pugliese, president of the 325-member City Association of Supervisors and Administrators union, said of the new recruits. “I’m impressed with them.”
Ms. Barnes, the 31-year-old former math coach now running Dayton Street Elementary School, ticked off her plans last week as she walked down hallways lined with college flags. She is converting empty classrooms into a staff lounge and aerobics room to lift morale, and freeing teachers from longstanding requirements that classroom walls display number lines, word walls and academic standards.
When a math teacher asked what Ms. Barnes wanted on the walls, she told her: “I want what you want.” The teacher was speechless. “I want the staff to start thinking for themselves and what’s best for their students,” Ms. Barnes said. “And not us thinking for them.”
For students, she has been rewarding good behavior by handing out raffle tickets for an in-class movie with popcorn. Outside the library, she chided a line of rowdy first graders. “I wish I had been able to give out tickets,” she said. “We’ll try again next time.”
Dr. Sam, 30, grew up in a tough section of Providence, R.I., and said he had turned his life around after the birth of his oldest daughter, who is now 9. He came to Newark in May to help start Newark Leadership Academy high school, after a challenging year in which his mother died from cancer and he was criticized for overstating on his résumé the improvement in math scores at a previous school where he had been principal; he said that the résumé was based on incorrect data he had received from a school employee, and that he had corrected it.
The other morning, Dr. Sam sat on the gym floor with students who, one by one, raised hands to share their fears about school: not being smart enough, not having friends, not succeeding. Then he shared his own.
“I was a C and D student,” Dr. Sam, who earned his Ph.D. in educational leadership, said. “At one point in my life, I was afraid of what I could be. If I could do it, any of you can do it too.”
Afterward, in an office where books overflowed from two plastic tubs near a hand-carved African drum that he bangs on to relieve stress, Dr. Sam dialed into a district conference call, using his cellphone because the office line was not yet hooked up. Attendance, he reported, hovered around 70 percent on the third day — respectable for a population of students he described as “over age and undercredit.”
He hung up and sent e-mails to teachers that he wanted to interview for the last two openings on his staff of 14. Soon he headed downstairs to rejoin the students in the gym, only to find one on a cellphone in the hall.
“My man, how’s it going?” he said casually.
The student said he had been calling his mother to check on a relative.
“Let me tell you, brother, that is a very fair and justified phone call,” Dr. Sam replied. “Next time, just let us know.”
Later, the principal conceded that the student could have been chatting with his girlfriend. “For me, it’s a small victory, the fact that we had a positive interaction,” he said. “A lot of times, they just want to be heard.”
Dr. Sam, who spent his own high school years excelling outside of class in football, drama and break dancing, said he wanted to make sure there were options for his students, most of whom had dropped out of or struggled in traditional schools. He called them together. He pledged to them that every one would leave school this time with a diploma in hand.
“I know coming to a new community and just saying ‘Kumbaya,’ you’re not going to have trust,” he told them. “It’s about action. When I say I’ve got your back, I need you to hold me accountable.”
One junior, Tony Chambers, 20, said Dr. Sam’s life story had made an impression. “I never heard of someone with a C average making it,” he said.
Sonn Sam, center, came to Newark Leadership Academy from Rhode Island.
Credit: Matt Rainey for The New York Times
A version of this article appears in print on September 16, 2011, on Page A1 of the New York edition with the headline: Troubled District’s Bet: Wave of New Principals.
Cami Anderson, superintendent of Newark public schools, talks about the challenge of reforming the low-performing district.
Sam Stone, executive director of the Civics Education Initiative and Donna Phillips, a social studies teacher and civics education researcher, discuss proposed legislation requiring high school seniors to pass a test on U.S. history and civics. Jane Williams hosts Bloomberg Radio’s “Bloomberg EDU.”
Newark’s Schools Superintendent Cami Anderson has made headlines implementing programs to transform a troubled school district. Her shake-up of Newark’s public school system has earned her a place in Time magazine’s list of the 100 most influential people in the world. Anderson sat down with Managing Editor Mike Schneider to talk about the recognition and her goals for Newark’s public schools.
On June 23, 1972, Title IX was created. 45 years later, we have seen the ways in which the law has been bent and broken. Join founder Run4AllWomen Alison Desir and a panel of industry experts for a 5K run and after to discuss the history of Title IX—it’s intended and unintended consequences and the way it has transformed the world of sports.
Cami Anderson is taking bold and controversial steps to reform education in the Newark Public School system.