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Ryan Holiday sits down with one of his greatest inspirations, the legendary George Raveling, a pioneer in basketball, civil rights, and leadership. From his childhood in segregated Washington, D.C., to becoming one of the most influential figures in sports history, George's journey is nothing short of extraordinary. In this PT. 1 episode, George shares remarkable stories from his life, including his encounters with Presidents Jimmy Carter, Harry S. Truman, and Gerald Ford, his groundbreaking role as Nike's Global Director of Basketball, and how his lifelong journaling practice has shaped his wisdom and perspective.As one of the most revered basketball coaches of all time, George has mentored legendary athletes and worked alongside coaching icons like Bob Knight and John Wooden. He played a pivotal role in persuading Michael Jordan to collaborate with Nike on Air Jordan, guided the 1984 U.S. men's Olympic team to gold, and even became the unexpected guardian of the original, handwritten copy of Dr. Martin Luther King Jr.'s \"I Have a Dream\" speech📕 You can grab copies of What You're Made For signed by George Raveling and Ryan Holiday at The Painted Porch. Sign up for George Raveling and Michael Lombardi's Daily Newsletter, The Daily Coach: https://www.thedaily.coach/Follow George on Instagram, X, and YouTube: @GeorgeRaveling  Connect with George on his website: https://coachgeorgeraveling.com/🎙️ Follow The Daily Stoic Podcast on Instagram: https://www.instagram.com/dailystoicpodcast🎥 Watch top moments from The Daily Stoic Podcast on YouTube: https://www.youtube.com/@dailystoicpodcast✉️ Want Stoic wisdom delivered to your inbox daily? Sign up for the FREE Daily Stoic email at https://dailystoic.com/dailyemail🏛 Get Stoic inspired books, medallions, and prints to remember these lessons at the Daily Stoic Store: https://store.dailystoic.com/📱 Follow us:  Instagram, Twitter, YouTube, TikTok, and FacebookSee Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

In today's PT. 2 episode, George Raveling, basketball legend and Civil Rights leader, opens up about his close bond with Michael Jordan, the question he asks himself every morning, and why serving others holds more value than any accolade.As one of the most revered basketball coaches of all time, George has mentored legendary athletes and worked alongside coaching icons like Bob Knight and John Wooden. He played a pivotal role in persuading Michael Jordan to collaborate with Nike on Air Jordan, guided the 1984 U.S. men's Olympic team to gold, and even became the unexpected guardian of the original, handwritten copy of Dr. Martin Luther King Jr.'s \"I Have a Dream\" speech. 🎙️ Don't forget to listen to PT. 1 on Apple Podcasts and Spotify📕 You can grab copies of What You're Made For signed by George Raveling and Ryan Holiday at The Painted Porch. Sign up for George Raveling and Michael Lombardi's Daily Newsletter, The Daily Coach: https://www.thedaily.coach/Follow George on Instagram, X, and YouTube: @GeorgeRaveling  Connect with George on his website: https://coachgeorgeraveling.com/🎙️ Follow The Daily Stoic Podcast on Instagram: https://www.instagram.com/dailystoicpodcast🎥 Watch top moments from The Daily Stoic Podcast on YouTube: https://www.youtube.com/@dailystoicpodcast✉️ Want Stoic wisdom delivered to your inbox daily? Sign up for the FREE Daily Stoic email at https://dailystoic.com/dailyemail🏛 Get Stoic inspired books, medallions, and prints to remember these lessons at the Daily Stoic Store: https://store.dailystoic.com/📱 Follow us:  Instagram, Twitter, YouTube, TikTok, and FacebookSee Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

Since 2001, the Annie E. Casey Foundation has been working with Atlanta's Southside communities to transform high-poverty city neighborhoods and help low-income families and children succeed. While some progress is being made, the gap between Atlanta's haves and have-nots remains immense. This report -- which is a follow-up to Casey's "Changing the Odds: The Race for Results in Atlanta" -- focuses on promising policies and approaches that, if enacted on a larger scale, could help dismantle the systemic barriers that have kept too many Atlantans of color from reaching their full potential. [To view the original report (2015), see ED563827.]

Through its efforts in 12 middle schools in 5 cities, The Edna McConnell Clark Foundation's Program for Disadvantaged Youth is trying to challenge the assumption that certain children are uneducable. The first steps in this program were detailed in "Gaining Ground," which described the thoughts and hopes of educators in 1989 through 1991 as they began to plan to educate their students more effectively through the foundation's grants. This book reviews the second phase of the initiative, between 1991 and 1993. In the face of poverty, family and social instability, and violence, middle school reform is struggling to take hold, but it is slowly becoming reality. Project sites include: (1) two schools in Baltimore (Maryland); (2) two in Milwaukee (Wisconsin); (3) two in San Diego (California); (4) three in Louisville (Kentucky); and (5) three in Oakland (California). These years have been frustrating as well as exciting in project schools, which have been charged to focus on the three "high;" namely, high expectations, high content, and high support. This book presents not conclusions, nor recommendations, but rather impressions of the unfolding reform process. A list of resource organizations is included. (Contains 47 references.) (SLD)

Through its efforts in 12 middle schools in 5 cities, The Edna McConnell Clark Foundation's Program for Disadvantaged Youth is trying to challenge the assumption that certain children are uneducable. The first steps in this program were detailed in "Gaining Ground," which described the thoughts and hopes of educators in 1989 through 1991 as they began to plan to educate their students more effectively through the foundation's grants. This book reviews the second phase of the initiative, between 1991 and 1993. In the face of poverty, family and social instability, and violence, middle school reform is struggling to take hold, but it is slowly becoming reality. Project sites include: (1) two schools in Baltimore (Maryland); (2) two in Milwaukee (Wisconsin); (3) two in San Diego (California); (4) three in Louisville (Kentucky); and (5) three in Oakland (California). These years have been frustrating as well as exciting in project schools, which have been charged to focus on the three "high;" namely, high expectations, high content, and high support. This book presents not conclusions, nor recommendations, but rather impressions of the unfolding reform process. A list of resource organizations is included. (Contains 47 references.) (SLD)

Does the world really need another report? What "more" could be said that has not already been said? Mid-continent Research for Education and Learning (McREL) asked themselves the same question and launched a major year long effort to capture what is currently known about what it takes to ensure the success of all students, especially children of color living in poverty. Thousands of research articles, books, and studies were scanned, identified and digested. Reports and studies, related to seven components of school systems and the learning needs of underserved students were examined. After reviewing this body of knowledge, eight reports were compiled which provide the underpinnings of this publication. While synthesizing and compiling this research, an important conclusion was reached: to improve the chances of life success for all children, educators and policymakers do not need "more" guidance, they may actually need "less." This report attempts to include interventions that can be done today to change the odds for all students. The approach of the report is to determine principles and practices that can be employed immediately to turn the odds around for all students. (Contains 6 tables, 2 figures, 2 footnotes, and 200 endnotes.)

Research has identified the barriers adult learners face in attaining their education and English proficiency goals, entering and advancing in employment, succeeding in postsecondary education and training, and navigating service systems. Most adult learners face long odds in trying to meet these goals. What would it take to address these barriers and produce better outcomes? What policies, focused investments, and public-private partnerships would help change the odds? The American Institutes for Research (AIR) hosted a Symposium, "Changing the Odds: Informing Policy with Research on How Adult Learners Succeed", on September 16, 2009. The panelists and participants discussed innovative solutions and collaborations for supporting today's low-skilled adult learners and challenges to improving adult education and workforce development outcomes facing the nation. Stephen Reder opened the Symposium with a keynote address that discussed the importance of building a "ladder of opportunity" to improve adult learning in the 21st century. Participants also expressed an immediate need for leadership and evidence, and acknowledged that the workforce in adult education and vocational programs has many unmet professional development needs and little infrastructure available to meet them. This paper explores these challenges and solutions in more detail, offering many ideas and alternatives for program delivery and policy infrastructure that could change the odds for adult learners in the United States. Based on the research, it is clear that reforms need to be undertaken to ensure that the potential of the low-skilled adult population can be realized. An evidence-based reauthorization of the Workforce Investment Act, now seven years overdue, will help "change the odds" for millions of adults. (Contains 7 charts and 63 footnotes.)

Casey has invested in several southwest Atlanta communities for more than 10 years. This report explores how race and community of residence continue to create barriers that keep the city's kids, particularly those of color, from reaching their full potential. The report highlights three key areas that support or thwart children's healthy development: (1) the community where they grow up; (2) school experiences; and (3) family access to economic opportunities. Policy recommendations are included. [Staff members who contributed to this report include Arin Gencer, Charles Rutheiser, and Nonet Sykes.]

Casey has invested in several southwest Atlanta communities for more than 10 years. This report explores how race and community of residence continue to create barriers that keep the city's kids, particularly those of color, from reaching their full potential. The report highlights three key areas that support or thwart children's healthy development: (1) the community where they grow up; (2) school experiences; and (3) family access to economic opportunities. Policy recommendations are included. [Staff members who contributed to this report include Arin Gencer, Charles Rutheiser, and Nonet Sykes.]

Casey has invested in several southwest Atlanta communities for more than 10 years. This report explores how race and community of residence continue to create barriers that keep the city's kids, particularly those of color, from reaching their full potential. The report highlights three key areas that support or thwart children's healthy development: (1) the community where they grow up; (2) school experiences; and (3) family access to economic opportunities. Policy recommendations are included. [Staff members who contributed to this report include Arin Gencer, Charles Rutheiser, and Nonet Sykes.]

Casey has invested in several southwest Atlanta communities for more than 10 years. This report explores how race and community of residence continue to create barriers that keep the city's kids, particularly those of color, from reaching their full potential. The report highlights three key areas that support or thwart children's healthy development: (1) the community where they grow up; (2) school experiences; and (3) family access to economic opportunities. Policy recommendations are included. [Staff members who contributed to this report include Arin Gencer, Charles Rutheiser, and Nonet Sykes.]