It is all about the opportunity as opposed to the challenges. Too often, leaders are overly focused on and thus defined by challenges and problems. Being defined by these challenges inevitably leads to collapse under their weight. In Bridging the Opportunity Gap, Arrey Obenson presents a paradigm shift for leaders, uncovering how to ascend to the next level and transform your organization or business. Told against the backdrop of a series of his own leadership experiences, Obenson offers a set of principles that enable leaders to achieve strategic goals. Using the power of stories spanning nearly two decades of leading change within his community and an international organization, Obenson challenges readers to think differently and focus on opportunities over challenges. By doing this and following the key principles laid out in the book, you will become a leader able to change the world.

Bridging the Opportunity Gap offers an empowerment tool that investigates and analyzes the experiences of school principals and the processes they underwent in their promotion from educator to principal. Author Dr. Danielle Hyles-Rainford interrogates the notion of career mobility in school systems. The purpose of this study is to explore actual career barriers that impede the mobility of aspiring educators, with a specific focus on race and gender, and also to give agency attributes and navigational tools to attain personal empowerment and systemic resiliency for career success. Previous research in the field of mobility and leadership in education has rarely brought together issues of race, gender and identity politics with the notions of human, social and cultural capital accumulation. Bridging the Opportunity Gap explores a variety of closely related topics, including the impact of horizontal versus vertical mobility, the career community web, spiral and the traditional ladder, under-representation and overqualified candidates, and family/childrearing and its effects on promotion in different global contexts. Most importantly, it explores how to navigate a complex system like the public education system and gives individual and collective agency attributes for success, such as political astuteness, influential mentorship, personal style, higher education, and superior job performance.

Outdoor Adventure Education: Foundations, Theories, Models, and Research steeps students in the theories, concepts, and developments of outdoor adventure education, preparing them for careers in this burgeoning field. This text is based on author Alan W. Ewert’s pioneering book Outdoor Adventure Pursuits: Foundations, Models, and Theories. Ewert and Sibthorp, both experienced practitioners, researchers, and educators, explore the outdoor adventure field today in relation to the changes that have occurred since Ewert’s first book. The authors present a comprehensive text on outdoor and adventure foundations, theories, and research that will provide the basis for the next generation of professionals.

For decades, the United States has been experiencing a shocking decline in the number of new business startups…and it has gotten worse since the Great Recession. While new business formation in Silicon Valley, New York, and Boston is booming, entrepreneurship in most of the country—particularly rural regions—is declining. Things are even worse for women and people of color. This is of paramount importance to the United States because startups account for all new net job growth, champion innovation and strengthen our middle class. From the perspective of an entrepreneur with more than fifty years of experience in diverse industries—from software, to real estate, to winemaking—author Craig Hall provides his expert evaluation on the challenges facing entrepreneurs today. After careful analysis defining the current environment for startups, Hall optimistically concludes with specific strategies for go-getters to successfully bridge the opportunity gap. We can, and must, reverse these trends in order to level the playing field for entrepreneurs to safeguard the future of the American Dream.

The achievement gap between white students and African American and Hispanic students has been debated by scholars and lamented by policymakers since it was first documented in 1966. The average black or Hispanic secondary school student currently achieves at about the same level as the average white student in the lowest quartile of white achievement. Black and Hispanic students are much less likely than white students to graduate from high school, acquire a college or advanced degree, or earn a middle-class living. They are also much more likely than whites to suffer social problems that often accompany low income. While educators have gained an understanding of the causes and effects of the education achievement gap, they have been less successful in finding ways to eliminate it—until now. This book provides, for the first time in one place, evidence that the achievement gap can be bridged. A variety of schools and school reforms are boosting the achievement of black and Hispanic students to levels nearing those of whites. Bridging the Achievement Gap brings together the findings of renowned education scholars who show how various states, school districts, and individual schools have lifted the achievement levels of poor and minority students. The most promising strategies include focusing on core academic skills, reducing class size, enrolling students in more challenging courses, administering annual achievement assessment tests, creating schools with a culture of competition and success, and offering vouchers in big-city school districts. While implementing new educational programs on a large scale is fraught with difficulties, these successful reform efforts offer what could be the start of widespread effective solutions for bridging the achievement gap.

Chapters in this book, based on the efforts of the Urban Education National Network Task Force, define the nature of obstacles to the academic performance of urban students and identify, validate, and disseminate a knowledge base of theory and practice to inform decision making about urban schools. The chapters are: (1) "The Nature of the Achievement Gap: The Call for a Vision To Guide Change" (Belinda Williams); (2) "Bridging the Achievement Gap in Urban Schools: Reducing Educational Segregation and Advancing Resilience-Promoting Strategies" (Margaret C. Wang and John A. Kovach); (3) "Cultural Values in Learning and Education" (Patricia Marks Greenfield, Catherine Raeff, and Blanca Quiroz); (4) "Educating Teachers To Close the Achievement Gap: Issues of Pedagogy, Knowledge, and Teacher Preparation" (Kenneth M. Zeichner); (5) "Closing the Achievement Gap: Opportunity To Learn, Standards, and Assessment" (Floraline Ingram Stevens); (6) "Fostering Resiliency in Urban Schools" (Bonnie Benard); (7) "Teacher Engagement and Real Reform in Urban Schools" (Karen Seashore Louis and BetsAnn Smith); and (8) "A Social Vision for Urban Education: Focused, Comprehensive, and Integrated Change" (Belinda Williams). An appendix lists the Regional Educational Laboratories. Most chapters contain references. (Contains one figure.) (SLD)

Education has always been a key driver in our nation's struggle to promote social mobility and widen the circle of people who can enjoy the American Dream. No set of educational institutions better embodies the promise of equal opportunity than community colleges. Two-year colleges have opened the doors of higher education for low-income and working-class students as never before, and yet, community colleges often lack the resources to provide the conditions for student success. Furthermore, there is a growing racial and economic stratification between two- and four-year colleges, producing harmful consequences. Bridging the Higher Education Divide faces those grave realities in unblinking fashion. Led by co-chairs Anthony Marx, the president of the New York Public Library and former president of Amherst College, and Eduardo Padron, the president of Miami Dade College, the task force recommends ways to reduce the racial and economic stratification and create new outcomes-based funding in higher education, with a much greater emphasis on providing additional public supports based on student needs.The report also contains three background papers: "Community Colleges in Context: Exploring Financing of Two- and Four-Year Institutions" by Sandy Baum of George Washington University and Charles Kurose, an independent consultant for the College Board; "School Integration and the Open Door Philosophy: Rethinking the Economic and Racial Composition of Community Colleges" by Sara Goldrick-Rab and Peter Kinsley of the University of Wisconsin-Madison; and "The Role of the Race, Income, and Funding on Student Success: An Institutional-Level Analysis of California Community Colleges" by Tatiana Melguizo and Holly Kosiewicz of the University of Southern California.