Site hosted by Angelfire.com: Build your free website today!

How Kamehameha School bribes other schools to be partners in racial segregation

Author's note: A blog provides a short summary, with no footnotes, for easy reading. Go to
https://tinyurl.com/y965v2ue

TABLE OF CONTENTS: SCROLL DOWN TO FIND THE SECTION(S) THAT INTEREST YOU

INTRODUCTION: RACISM SPREADS FROM ONE INSTITUTION TO OTHERS, LIKE CANCER METASTASIZES FROM ONE ORGAN TO OTHERS. 3 increasingly bad scenarios described.

KAMEHAMEHA SCHOOLS POLICY OF RACIAL SEGREGATION. History and vicious tenacity of the policy; and the diabolical method whereby KSBE is enlisting other schools as accomplices.

PAUAHI'S WILL ONLY SAYS THE ADMISSIONS POLICY SHOULD HAVE A PREFERENCE, NOT A REQUIREMENT, FOR "CHILDREN OF THE ABORIGINAL BLOOD", AND THAT THE PREFERENCE APPLIES ONLY WITHIN THE CATEGORY OF "ORPHANS AND INDIGENTS" (WHO COMPRISE A SMALL PORTION OF THE STUDENT BODY)

BUT DON'T WE SEE CHILDREN OF ALL RACES ATTENDING KAMEHAMEHA SCHOOLS? Compare the percentage of population excluded from Kamehameha Schools solely because of race, against the percentage of population excluded from whites-only schools in the Southern states.

NEWS REPORTS (AND ONLINE COMMENTS) FROM DECEMBER 2018 AND JANUARY 2019 SHOWING A SUDDEN IMPLEMENTATION OF KSBE RACIALLY SEGREGATED MATCHING GRANTS FOR STUDENTS AT NUMEROUS OTHER SCHOOLS; ALSO A SIMILAR PROGRAM WHEREBY THE STATE OF HAWAII OFFICE OF HAWAIIAN AFFAIRS WILL PROVIDE SCHOLARSHIPS FOR ETHNIC HAWAIIAN STUDENTS AT UNIVERSITY OF HAWAII TO MAJOR IN STEM SUBJECTS.

WHY ARE THE STEM SUBJECTS NOW SUDDENLY BEING SELECTED AS THE FOCUS FOR THE NEW MATCHING GRANTS PROGRAM? Science, technology, engineering, and mathematics are the last bastion of academic disciplines free from identity politics and racial demagoguery, but now "ethnomath" is invading them with help from KSBE and OHA.

THE LONGSTANDING KSBE POLICY OF PROVIDING A PERCENTAGE OF THE OVERALL BUDGET OF GOVERNMENT SCHOOLS IN RETURN FOR POWER IN CONTROLLING CURRICULUM AND TEACHER EVALUATION, BUT ONLY FOR SCHOOLS IN NEIGHBORHOODS WITH UNUSUALLY HIGH PERCENTAGES OF ETHNIC HAWAIIAN RESIDENTS, OR FOR GOVERNMENT CHARTER SCHOOLS FOCUSED ON HAWAIIAN CULTURE AND WHERE THE VAST MAJORITY OF STUDENTS AND BOARD MEMBERS ARE ETHNIC HAWAIIANS.

==============

INTRODUCTION: RACISM SPREADS FROM ONE INSTITUTION TO OTHERS, LIKE CANCER METASTASIZES FROM ONE ORGAN TO OTHERS.

(1) Suppose a tax-exempt private school system in Hawaii allows only students of one particular race to attend its own schools, grades K-12.
(2) Then suppose that school system goes further, and gives money to pay tuition for children of its favored race to attend other K-12 schools in Hawaii, or colleges in Hawaii or on the mainland, but only for students of that one favored race.
(3) Then suppose that school goes very much further still, and gives money to pay tuition for students to attend other K-12 schools in Hawaii, or colleges in Hawaii or on the mainland, but only for students of that one favored race AND only on the condition that the other school or college must use its own endowment money to match the number of dollars provided by the racially exclusionary school to give scholarships to students of the favored race.

Scenario #(2) was a significant expansion of #(1), causing other schools to become accessories to a policy of racial favoritism and exclusivity -- those other schools benefit from enrolling tuition-paying students whether or not they are aware of the racial tinge of the money (sort of like the spouse and children of a robber benefit from the stolen money whether or not they know how it came).

Scenario #(3) greatly expands the moral hazard for the schools and colleges that benefit -- these institutions are not mere accessories after the fact, but actual accomplices when they knowingly and voluntarily contribute their own money through the matching-dollar requirement to enable a racially exclusive policy that distorts their whole admissions process and produces a reduction of the previous racial and ideological diversity on their campus.

Scenario #(3) was aggressively publicized in December 2018 and January 2019, as a new and wonderful expansion of Kamehameha Schools' generosity and a way of helping attract talented students to the fields of science, technology, engineering, and mathematics. Those are fields where our nation desperately needs to grow our own talented people -- fields where ethnic Hawaiians can earn good salaries in something with high status other than entertainment, farming, fishing, firefighting. But scenario #(3) contains hidden agendas of expanding racial hegemony in the student population and in academic fields that were previously race-neutral.

===============

KAMEHAMEHA SCHOOLS POLICY OF RACIAL SEGREGATION

Kamehameha Schools is the newer, gentler name for the tax-exempt corporate entity previously known as Bishop Estate. For brevity the enterprise will be referred to in this essay as KSBE, which is also the designator of its website KSBE.edu. KSBE has assets whose value is probably between $10-$15 BILLION, depending whether its vast landholdings are valued at the time the founder's Will was probated in 1883 or at their current market value. KSBE is primarily a real estate holding company and conglomerate of businesses in Hawaii and on the mainland, but also owns and operates K-12 schools located on several Hawaiian islands. In theory, under terms of the founder's Will, the real estate and businesses have the primary purpose of providing income to support the schools in perpetuity. But in practice the tail started wagging the dog in the mid 20th Century as KSBE's primary focus shifted to its business activities and the prosperity of its trustees and managers.

For about a century KSBE has ruthlessly enforced a policy of racial segregation in its admissions policy for full-time students from kindergarten through grade 12 on all of its campuses, except for a handful of students admitted to settle or forestall desegregation lawsuits. The vicious tenacity whereby KSBE maintains this policy is demonstrated by the fact that in May 2007 the trustees paid SEVEN MILLION DOLLARS plus admission with full tuition for grades 7-12 to settle one lawsuit by a single student moments before the U.S. Supreme Court was poised to take that student's desegregation case which trustees rightly feared would result in striking down the admissions policy.

The importance the trustees place on the segregationist admissions policy is also demonstrated by a decision made by the trustees at the time when scandals were capturing public attention and the IRS was investigating the corporate entity regarding its tax exemption: the trustees decided that if the IRS ever notified KSBE that it must choose between its tax exemption or its race-based admissions policy, the trustees would give up the tax exemption to protect racial segregation. The funny thing is that the racist admissions policy is not required by the Will of founder Princess Bernice Pauahi Bishop, and was not in place in the school's early years -- it is a policy adopted by the trustees for their own political reasons, presumably related to facilitating ethnic pride and ethnic nationalism. KSBE is extraordinarily wealthy at perhaps $15 Billion -- many thousands of parents and alumni throughout the U.S. and especially in Hawaii have had their hearts and minds shaped by attendance at the schools and by the massive financial help they received, creating a fierce loyalty that generated huge red-shirt marches and rallies when lawsuits or court decisions threatened the admissions policy.

A detailed analysis of the KSBE decision to give up the tax exemption if necessary to preserve the racial segregationist admissions policy is an article by Randall Roth, Professor of Trust Law at University of Hawaii. "The Kamehameha Schools Admissions Policy Controversy" The International Journal of Not-for-Profit Law, Volume 5, Issue 1, September 2002
http://www.icnl.org/research/journal/vol5iss1/art_5.htm

To find news reports and commentaries about the red shirt marches, go to the front page of the Hawaiian Sovereignty website
https://www.angelfire.com/hi2/hawaiiansovereignty/
and put into the little search window the phrase below:
red shirt march

For an overall description of the KSBE admissions policy, with links to full text of legal decisions, news reports and commentaries during a period of about ten years, see: "Kamehameha School Racially Exclusionary Admission Policy, and Tax-Exempt Status, in View of Rice v. Cayetano" at
https://www.angelfire.com/hi2/hawaiiansovereignty/kamschool.html

This essay focuses not on the admissions policy for Kamehameha School itself, but on a diabolical technique whereby KSBE has been enlisting public and private schools and colleges as partners in racial segregation and also as partners in pushing race-supremacist curriculum not only to ethnic Hawaiian students but to all their students.

This technique allows KSBE to infiltrate and subvert the admissions policies and curricula of other schools by matching the number of dollars those other schools set aside to provide scholarships for students to pursue majors in STEM subjects (science, technology, engineering, mathematics) -- but ONLY for students who have Hawaiian blood. Most private colleges and K-12 schools have relatively small endowments, and have a limited amount of money which they can set aside each year to provide scholarships to academically well-qualified students whose families are financially needy. When KSBE now makes contractual agreements with those schools to provide matching funds but only for ethnic Hawaiians, KSBE provides a strong incentive to those other schools to take scholarship money away from students who lack Hawaiian blood in order to get extra money from KSBE. Those other schools will now be enthusiastic to recruit ethnic Hawaiians but far less eager to recruit students of other ethnicities, and will divert their limited pot of scholarship money toward ethnic Hawaiians at the expense of other races.

In the past KSBE has provided financial assistance to ethnic Hawaiian students attending mainland colleges -- those students first got admitted to those schools and signed up to pay tuition, with or without ordinary race-neutral scholarships; and then the students could ask for additional help from KSBE. Under that mode of operation, the portion of a school's budget available for scholarships would be awarded without regard to race, with the result that ethnic Hawaiian students would probably get some of that money in proportion to the percentage of ethnic Hawaiians among the applicants and their level of financial need. There's nothing wrong with that -- most of the other schools' own scholarship money would therefore be awarded to students with no Hawaiian blood, approximately in proportion to their percentage of the student body and without racial preference.

But under this new concept KSBE makes an agreement with other schools whereby those other schools go looking to recruit ethnic Hawaiian students with promises of scholarships. The other schools have a huge incentive to find ethnic Hawaiian students and give them scholarships, because every dollar given to an ethnic Hawaiian will be matched by KSBE. Thus those other schools will be able to increase their enrollment above what it would otherwise be, and the huge amount of additional money from KSBE will allow the hiring of more faculty who, of course, will feel beholden to KSBE and will want to cater to the special interests of ethnic Hawaiians by providing curriculum slanted toward "Hawaiian Studies" and the "Native Hawaiian" viewpoint on the history of Hawaii.

What is KSBE's motive for its program of matching funds for scholarships at other schools? Is it because KSBE has always given help to ethnic Hawaiians who attend other schools, and now wants to expand that assistance and steer them toward STEM subjects? Or is it because KSBE is primarily focused on racial segregation and ethnic nationalism, and this is a way to enlist other schools as partners in this racist agenda? We cannot see into the hearts and minds of the trustees to find out. But the whole policy of racial segregation in admissions to KSBE and in granting of help to students at other schools is NOT required by the Will of Princess Bernice Pauahi Bishop; so we have a rather good clue about motive when we see that the policy of racial segregation was freely chosen by the trustees, who have been willing to spend megabucks in court settlements and possible forfeiture of tax exempt status to defend the policy.

Here's a thought-experiment. Suppose that I, Ken Conklin, write a Will setting up a college scholarship program that specifically requires that a Conklin scholarship can be awarded only to students who have no Hawaiian native ancestry, and who prove it by submitting birth certificates and other genealogical evidence. I justify this by pointing out the huge number of scholarships awarded only to students who can prove they do have Hawaiian ancestry, so I am helping to restore balance and diversity. Probably there are no colleges that would agree to participate in advertising the availability of such scholarships or helping to administer them -- the colleges would say it's a racist program. Now suppose I go a step further and require that any college which agrees to accept tuition payments from students using Conklin scholarships must match the money I provide with an equal number of dollars the college provides from the funds it has set aside for scholarships. Certainly the colleges would view as outrageous the requirement that they must be not only accessories but actual accomplices to the racist exclusion of "Native Hawaiians" from receiving the Conklin scholarships. And perhaps some wealthy donors would stop giving money to the college, because they don't want their donation dollars being used for such a racist purpose. But if anyone feels that the concept of the Conklin scholarships is racist or immoral, please keep in mind that the Conklin scholarship discriminate only against 20% of Hawaii's people whereas the KSBE matching grant program discriminates against 80% of Hawaii's people and 99% of all the people of America. So which one is worse?

What's in the remainder of this essay?

A collection of news reports from December 2018 and January 2019, and associated online comments, describe the sudden announcement of the new KSBE policy of providing matching funds to other schools and colleges which will provide their own money to pay for racially-defined "Native Hawaiian" students. Ken Conklin's online comments to those news reports show how difficult it was even for him to recognize the dangers in this seemingly benign and generous new policy.

But first we'll analyze the Will of KSBE's founder Princess Bernice Pauahi Bishop; the fact that it does not require racial exclusivity; the fact that in the early years school policy did allow admission of non-native students; and the fact that KSBE is twice as segregationist as the whites-only schools of the Southern states in the mid-1900s despite the presence of mixed-race students at Kamehameha. There will also be some discussion of the longstanding policy of KSBE to provide direct financial support for other schools that host large percentages of ethnic Hawaiian students and also to provide money to help ethnic Hawaiian students who want to attend other schools in Hawaii or colleges on the mainland.

==============

KSBE's policy of racial segregation is NOT required by the Will of founder Princess Bernice Pauahi Bishop, despite outright lies about the Will told by Bishop Estate trustees, administrators, and spokespersons in public relations campaigns to soften the Estate's image. The policy of racial segregation was adopted by the Board of Trustees during the 20th Century contrary to the intentions of Princess Pauahi. When trustees were asked during televised interviews to justify the segregation policy their first response was always "It's in Pauahi's Will." But if further challenged by reporters who had actually read the Will, then the trustees would defend their policy on the grounds that Pauahi's Will gives the trustees the power to make decisions about school curriculum and governance in light of changing circumstances.

The entire Will can be seen on the Kamehameha Schools internet website
http://www.ksbe.edu
Whenever the Kamehameha Schools website is reorganized, the URL of the will can change. Therefore the entire will as taken from the Kamehameha Schools website in June, 2002 is copied at the bottom of Ken Conklin's webpage
https://www.angelfire.com/hi2/hawaiiansovereignty/kamracist.html

Here is the entire paragraph containing the only racial language in the will, so that readers can see the full context of the so-called racial preference:

"I direct my trustees to invest the remainder of my estate in such manner as they may think best, and to expend the annual income in the maintenance of said schools; meaning thereby the salaries of teachers, the repairing buildings and other incidental expenses; and to devote a portion of each years income to the support and education of orphans, and others in indigent circumstances, giving the preference to Hawaiians of pure or part aboriginal blood; the proportion in which said annual income is to be divided among the various objects above mentioned to be determined solely by my said trustees they to have full discretion."

The racial preference for ethnic Hawaiians only pertains to orphans and indigents. The entire portion pertaining to the racial preference comes between two semicolons to set it off from the rest of the paragraph. It says; "and to devote a portion of each years income to the support and education of orphans, and others in indigent circumstances, giving the preference to Hawaiians of pure or part aboriginal blood;"
Only orphans and indigents are affected by the racial preference. The vast majority of students at Kamehameha School are neither orphans nor indigents.

The trustees of this tax-exempt charitable trust successfully maintained a 100% racially exclusionary policy for four decades prior to 2002. For seven decades before that there were some exceptions, which were noted in a booklet published by the school's Office of Strategic Planning for the "Fourth Annual Cycle of Community Advisory Meetings, 2002-2003." At that time school officials were trying very hard to respond to a massive outpouring of complaints from alumni who objected to the admission of a single "non-Hawaiian" student for the Fall 2003 8th grade at the Maui campus.

The booklet notes the exceptions as follows:

* Correspondence from Mr. Bishop to Dr. C.M. Hyde on February 11, 1897: "Nothing in the Will excludes non-Hawaiian boys and girls from applying. Students of native blood will have preference as long as they avail themselves of the privileges open to them."

* Further correspondence from Mr. Bishop to Trustee S.M. Damon on February 20, 1901: " ... the preference to Hawaiians of pure or part aboriginal blood applies only to education of orphans and other in indigent circumstances ... Hawaiians having aboriginal blood would have preference, provided that those of suitable age, health, character, and intellect would apply in numbers sufficient to make up a good school ..."

* December 26, 1930: Trustees agreed that admitting "whites" would benefit the Hawaiian students.

* 1931 school year: Too few Hawaiians applied which resulted in the discontinuation of the Hahaione Farm program. Trustees authorized Mr. Midkiff to accept applications from Caucasian boys; Princess Kawananakoa and the alumni representatives were advised of this decision. In response, Princess Kawananakoa and the alumni representatives asked for time to recruit Hawaiian students and the Trustees agreed.

* 1946 - 1962: Non-Hawaiian children of KS faculty were allowed admission to KS. Practice discontinued in 1962 with the last non-Hawaiian graduating in 1965.

=============

BUT DON'T WE SEE CHILDREN OF ALL RACES ATTENDING KAMEHAMEHA SCHOOLS?

One frequently heard defense against the accusation that Kamehameha Schools engage in racial segregation is to point out that many dozens of races are present in the ancestries of Kamehameha students. African, Caucasian, Chinese, Filipino, Japanese, Korean, and many other ethnicities are visible in the surnames and in the faces of many of the students.

However, every student at Kamehameha Schools is required to have some degree of Hawaiian native blood, and is required to prove that Hawaiian ancestry as part of the admissions process. Since approximately 20% of Hawaii's people have at least one drop of Hawaiian blood, therefore the KSBE admissions policy ruthlessly excludes about 80% of Hawaii's children for no reason other than race. And since Kamehameha does admit children whose home residence is outside Hawaii, it's fair to point out thatless than one percent of America's population has any Hawaiian blood; and therefore the KSBE policy excludes more than 99% of America's children for no reason other than race.

When Jim Crow laws were in effect in Southern states, and the schools were racially segregated by law, the worst percentages of children being excluded by race were perhaps 30-40%. Whatever was the percentage of Blacks living in a State, that was the percentage of children being victimized by racial segregation in Alabama, Arkansas, Georgia, Louisiana, Mississippi, etc. So whether the percentage being racially excluded by KSBE is only 80% (based on Hawaii's population) or 99% (based on U.S. population), the fact is that the KSBE trustees are guilty of racial segregation at a level that is at least twice as bad as what was done by Southern governors infamous for standing in the schoolhouse door to block "Nigger" kids from getting in. As we think about KSBE trustees, let's remember Governor George Wallace of Alabama ("I draw the line in the dust and toss the gauntlet before the feet of tyranny, and I say segregation now, segregation tomorrow, segregation forever."), Governor lester Maddox of Georgia (who stood at the door of his restaurant with an ax handle), and Governor Orval Faubus who stood at the schoolhouse door and used the Arkansas National Guard to stop desegregation of Little Rock Central High School until President Eisenhower federalized the Guard and ordered it to escort 9 Black kids safely past a mob of outraged segregationist townspeople.

==========

http://www.staradvertiser.com/2018/12/26/hawaii-news/scholarship-boosts-hawaiians-in-science-at-chaminade-university/?HSA=22c43d0df12f97bebafbdfd0e62885ff35cc0d40
Honolulu Star-Advertiser, December 26, 2018

Scholarship boosts Hawaiians in science at Chaminade University

By Susan Essoyan

The number of Native Hawaiian students at Chaminade University has shot up 40 percent since 2015, and many more of them are choosing careers in the sciences under a partnership with Kamehameha Schools.

This semester, 248 of Chaminade's 1,100 registered day students, or more than 22 percent, are Native Hawaiian, up from 14 percent three years earlier. And 75 percent of incoming Hawaiian students chose science and technology majors this year, compared with 44 percent in 2015.

A factor propelling the growth is the Ho'oulu Scholarship, which began in 2016, funded equally by Kamehameha Schools and Chaminade. The tuition-�free program aims to remove financial and other barriers, raise college graduation rates and launch more Native Hawaiians into careers in science and technology.

"What we're seeing as a result of the Ho'oulu Scholarship program and the intensive wraparound supports is really phenomenal," said Stacy Ferreira, executive strategy consultant for Kamehameha Schools, citing persistence rates of close to 100 percent, year over year, for Ho'oulu scholars at Chaminade.

The program includes mentoring, counseling, Hawaiian cultural grounding, tutoring by professionals in science fields and paid research opportunities. Students from rural areas or the neighbor islands also get a housing stipend.

The scholarship is part of a concerted effort by Kamehameha to improve college completion rates for its graduates and other Native Hawaiians.

Boosting retention

Despite Kamehameha Schools' selectivity and an $11.5 billion endowment, many of its graduates don't make it through college on time. The latest data show that 60 percent of the Class of 2011 across Kamehameha Schools' three campuses received a certificate or an associate's or bachelor's degree within six years of graduating from high school.

"It's much lower than what we would have liked," Ferreira said. "It's important for us to not only get our haumana (students) to the university door or through the university in a timely way, but also into that next step, whether a postgraduate program or into a career."

Nationally, 59 percent of first-time, full-time undergraduates complete a bachelor's degree, which is a higher bar, within six years at the same institution where they started.

Altogether, 89 students have received the Ho'oulu scholarships at Chaminade, mostly as freshmen. So far, every freshman Ho'oulu scholar has returned as a sophomore, and all returned for their third year except for three who are on medical leave.

"They are still eligible for scholarship support when they return," said Helen Turner, Chaminade's dean of natural sciences. "If we take into account the three students on leave, the retention rate is 97 percent."

By comparison, among the overall student body, 77 percent of freshmen at Chaminade return as sophomores to the Catholic university in Kaimuki.

Mentorships

About a quarter of the Ho'oulu scholars are Kamehameha graduates. Nainoa Norman Ing, a math team member at Kamehameha Schools Kapalama who excelled academically, came to Chaminade specifically because of the Ho'oulu scholarship.

"If I didn't receive such a good scholarship, I don't know if I would have even gone to college," he said. "My family's situation at home isn't the best financially. If I was going to be in debt, I probably wouldn't have done it just because there's too much already on our plates."

Ing praised the program for connecting students with professionals in their fields. The summer after his freshman year, Ing landed a research internship at Vanderbilt University in Tennessee, where he worked on chemical synthesis of a natural product used in Asian herbal remedies.

This year, as a sophomore, he has a research position at Chaminade with assistant professor of biology Claire Kendal-Wright. Ing had wanted to major in math or physics and pursue an engineering career, but because those majors aren't offered at Chaminade, he is majoring in biochemistry.

"I'm trying to minor in math," he said. "I'm still insanely passionate about it."

The Ho'oulu scholarship is for students of Hawaiian ancestry pursuing degrees at Chaminade in biology, biochemistry, environmental studies, forensic sciences, nursing and the newest major that starts next fall, data science, analytics and visualization.

Science with values

"The world is drowning in data," said Chaminade President Lynn Babington. "We need more people who can convert data into meaning, into knowledge that will guide our decisions." "Why place this program at Chaminade?" she added. "It's because we link science with values. Our new program places a strong emphasis on data integrity and ethics because that's the kind of data scientist our world needs right now."

Jolene Cogbill, an assistant professor of biology, serves as one of the academic "navigators" who help keep Ho'oulu scholars on track. The navigators check in with students through weekly surveys, following up with texts or calls, connecting with instructors and offering help as needed. Cogbill said many of the scholars face substantial stress in their daily lives, even without the worry of tuition. Many are first-generation college students, hold down part-time jobs and have personal hurdles to overcome. "The goal of this program is not just to provide them money, but to support them mentally, emotionally, culturally so that they can be successful," said Cogbill, who is a role model as a Native Hawaiian, handling her Ho'oulu duties on top of a full teaching load. "We do it because we truly believe in the mission and outcome of this program, which is ultimately to have a network of Native Hawaiian professionals to reach back down into the school system and pull others up and also to support each other," she said.

The program is recruiting its next cohort of 36 freshmen to start next fall. Ferreira said she looks forward to growing and replicating Kamehameha's partnership with Chaminade. "It's actually helping to inform Kamehameha on a blueprint for potential future partnerships with other post-high colleges and universities. We're committed to seeing the success of the program and having it grow. ... What we'd like to do is find additional partners to help sustain it."

MOVING UP

Native Hawaiian enrollment at Chaminade University has increased since 2015.

YEAR / NATIVE HAWAIIAN STUDENTS / PORTION OF STUDENT BODY / TOTAL DAY STUDENTS

2015 / 176 / 14.3% / 1,231

2018 / 248 / 22.5% / 1,100

To learn more about the Ho'oulu Scholarship at Chaminade, visit
finaid.chaminade.edu/scholarships/hooulu-stem-scholarship.

---------

** Ken Conklin's online comments to this article:

As always, I deplore racism. Needy people should receive help solely because they are needy and well-qualified to make good use of the help -- race should have nothing to do with who gets the help. If it were true that ethnic Hawaiians are more needy than other groups, then logic says ethnic Hawaiians would get most of the help if help were given solely based on need rather than race.

Yes, Chaminade and Kamehameha are private institutions, so some people will think it's OK for them to be as racist as they want to be when they hand out free tuition. But in modern times even private institutions get criticized if they engage in racist behavior -- just imagine a golf club or the Pacific Club or Punahou School allowing "whites only."

There's one good thing about the Chaminade free tuition program -- it is only for students majoring in STEM subjects -- science, technology, engineering, mathematics. It is not for students majoring in "Hawaiian studies" or Political Fake-Science. There have always been high-IQ academically talented ethnic Hawaiian scientists, engineers, medical doctors, etc. Hopefully the Chaminade program will pull a larger number of academically talented ethnic Hawaiians into STEM fields like those where they will spend their lives making significant contributions to our entire society curing cancer or discovering ways to harness nuclear fusion, instead of spending their lives agitating for racial separatism or ethnic nationalism. We need more ethnic Hawaiians like Paul Coleman, Jim Kauahikaua, or Isabella Abbott; and fewer like Jon Osorio, Charlie Maxwell, or Haunani-Kay Trask

Something I didn't fully realize at first has been nagging at my mind for the last few hours, and I finally figured out what it was.

Once upon a time Chaminade gave scholarships to needy students regardless of race. Maybe Chaminade still does that. But this program with Kamehameha is now sucking out a huge portion of Chaminade's generosity, diverting it from race-neutral help to needy people, and turning it into race-based help for ethnic Hawaiians to the exclusion of students lacking a drop of the magic blood.

Think of it this way: Chaminade has a limited amount of money it can budget for free-tuition scholarships. Formerly Chaminade would give such scholarships to needy students based solely on need without regard to race. So maybe 20% of the scholarships formerly went to ethnic Hawaiians, simply because ethnic Hawaiians were 20% of the student body. But now Kamehameha has cajoled Chaminade to match Kamehameha's race-specific scholarships, so now Chaminade is spending, let's say, 80% of its scholarship money for ethnic Hawaiians to match Kamehameha's race-based scholarships, thereby depriving the students who lack a drop of Hawaiian blood from getting the scholarships they would otherwise have gotten. Whether intentionally or not, Kamehameha is waging a race-war against non-ethnic-Hawaiians by diverting Chaminade's limited scholarship money away from them that otherwise would have gone to them. And Chaminade is now an ally in this race-war, whether Chaminade knows it or not. With the best of intentions to be helpful, this institution, founded on Christian moral principles certainly opposed to racism, is now an accessory to racism, taking away gifts it would have given to needy people of other races in order to give those gifts to a favorite racial group.

Suppose some Catholic steps into a confessional booth at Chaminade's Chapel of the Mystic Rose and says "Father forgive me. When I walk through 'A'ala Park and pass by a row of poor people holding out their tin cups, I drop money into the cups held by only the white beggars and I do not drop money into the cups held by the black beggars." Would the priest say "Don't worry my child, because you are giving charity and you're entitled to give to whomever you choose"? Or would the priest say "You have sinned but now are forgiven. Say ten Hail Marys and pledge never to engage in such racist behavior again." The clergy who run this college had better reconsider the morality of what they are doing. Give the generosity of your STEM-focused scholarships to needy students based on need alone regardless of race.

Back in the day when schools in the Southern states were racially segregated, the schools for "whites only" excluded only 30%-40% of the kids -- whatever was the percentage of kids who were black. But today in Hawaii, Kamehameha Schools (and the new Chaminade scholarships) are ruthlessly discriminating against 80% of the kids in Hawaii, whatever is the percentage who lack a drop of the magic blood. So Kamehameha/Chaminade are twice as racially exclusionary as the segregationist schools in the old South. In fact, if Kamehameha/Chaminade draw students from mainland U.S. and perhaps even from foreign countries, then the percentage being excluded are more than 99% of potential applicants.

----------------

The OHA monthly newspaper for January 2019, published at the end of December, includes a large advertisement on page 2 touting OHA scholarships for ethnic Hawaiian students to study STEM subjects at University of Hawaii flagship campus at Manoa or at any of the UH community colleges. See
https://issuu.com/kawaiola/docs/kwo0119_web

----------------

http://mauinow.com/2019/01/08/partnership-offeres-tuition-assistance-to-native-hawaiian-students/
Maui Now online, January 8, 2019

Partnership Offers Tuition Assistance to Native Hawaiian Students

Kamehameha Schools and Island Pacific Academy have teamed up to provide more children of Hawaiian ancestry with a quality Hawaiian culture-based and college-preparatory education by offering a tuition assistance program.

The four-year collaboration called "Ke Aloha A Pauahi" will go into effect for the 2019-20 school year and includes shared tuition funding, wrap-around support services as well as innovative approaches to Hawaiian culture-based education, research and data sharing.

A memorandum of agreement between the schools was signed on January 7 by KS Chief Executive Officer Jack Wong and IPA Head of School Gerald Teramae at IPA's K-12 campus in Kapolei.

"Since opening in 2004, Island Pacific Academy has served West O'ahu families by offering a supportive, safe and nurturing learning environment that combines academics and real-world experiences to prepare students for college success, societal citizenship and life-long learning," Teramae said. "Our Ke Aloha A Pauahi collaboration will offer this educational opportunity to more Native Hawaiians while expanding our curriculum so that all IPA students can benefit from Hawaiian culture-based education."

KS has established similar agreements with St. Andrew's Schools, Assets School, Saint Louis School, Kaua'i's Island School and Aka'ula School on Moloka'i as part of its focus on creating opportunities for more Hawaiian haumāna through educational systems change.

In addition to these partnerships, KS also provides K-12 private school tuition support through its Kipona Scholarship Program. The need-based scholarships provide financial assistance to children attending participating schools throughout Hawai'i.

"In order to ensure that great education happens for every child in our community, we need to partner with organizations like Island Pacific Academy," Wong said. "This partnership offers our families more choices in West O'ahu where there is a high population of Native Hawaiians."

============

WHY ARE THE STEM SUBJECTS NOW SUDDENLY BEING SELECTED AS THE FOCUS FOR THE NEW MATCHING GRANTS PROGRAM?

For several decades KSBE has provided grants exclusively for ethnic Hawaiian students to attend other schools in Hawaii, and also colleges in Hawaii or on the mainland, regardless of what subject they might choose for an academic major. Many of these students choose to major in "Hawaiian Studies" or in various "social science" subjects like History, Political Science, Anthropology, Sociology, Music, Art, etc. which can have a close relationship to "Hawaiian Studies." Those liberal arts departments get advice from the Hawaiian Studies faculty to tailor their curriculum to cater to the racial/political interests of the ethnic Hawaiian students, and often hire instructors who are themselves ethnic Hawaiians or who are politically aligned with a Hawaiian sovereignty viewpoint and action agenda. Thus Hawaiian Studies has infiltrated other academic departments, which are grateful to receive students to fill their classrooms and provide job security for their professors.

To a casual observer, STEM subjects like mathematics, biology, technology, etc. would seem to have objective subject matter not corrupted by politics, emotions, and race. These subjects are also academically difficult and demanding, and attracted few ethnic Hawaiian students who were generally more interested in staging political rallies than keeping their noses to the grindstone in the library.

But STEM departments in Hawaii schools and colleges have gradually been adapting their curricula to recruit ethnic Hawaiian students to fill their classrooms. STEM subjects as taught in Hawaii are increasingly infiltrated with practical topics focused on Hawaiian culture such as genetics and genealogy, how Hokule'a navigators get their bearings from the stars, how to lay out and construct a taro patch, etc. Even the normally neutral and rigorous subject of mathematics is now infiltrated by "ethnomath" which got started in Black Studies departments on the mainland but has now found a home in Hawaii.

In December 2018 and January 2019 KSBE announced its program to provide matching grants for tuition to colleges in Hawaii and on the mainland but only for ethnic Hawaiian students and only if they major in STEM subjects. At the same time the University of Hawaii flagship campus at Manoa launched a publicity campaign for its undergraduate program in ethnomath and its new graduate certificate in ethnomath for masters degree candidates in teacher education. Surely this is no random coincidence. Ethnomath has been a slowly growing topic in the Mathematics department since around 2010. Ethnic Hawaiian math instructor Linda Furuto was the subject of a 30-minute televised interview by Leslie Wilcox on PBS-Hawaii "Long Story Short" in Spring 2018, where she briefly and vaguely described ethnomath and also how she was inspired by her stint as a navigator on a Polynesian voyaging canoe.

What is ethnomath? It is the description of how any particular culture, past or present, has used unique culture-based ways of estimating, counting, measuring, constructing buildings, describing natural phenomena, etc. It is astronomy used for practical purposes in astrology, navigation, planting and harvesting, and learning how some cultures had priests and princes who secretly anticipated eclipses and thereby inspired awe, fear, or political revolutions. It is creating lists of the names of the counting-numbers in different cultures; comparing Roman numerals with Arabic numbers, visiting merchants in Chinatown to watch them using an abacus, analyzing the ratios found in Egyptian pyramids, the human body, and the spirals of certain plants. It is studying the temperature and speed of water flowing through a taro patch to analyze how those factors affect the health and size of the kalo (corm) and length of the ha (stalk).

The trouble is that ethnomath does not provide the basis for understanding how mathematicians prove theorems or why that is important; it does not help students learn algebra or calculus, or compute a standard deviation or know why these things are important. Students who stay down at the level of ethnomath will never appreciate the abstract beauty of axiomatic-deductive systems. Students might learn how to use knots on a rope to build a 90 degree angle using the 3-4-5 triangle, but they will not learn to do advanced trigonometry or where irrational or imaginary numbers come from. But those things are not important for ethno-activists pursuing identity politics.

Ethnomath is a way for racialists to invade those parts of the liberal arts curriculum that were previously safe from identity politics. So it's no wonder that the University of Hawaii, with its huge "Hawaiian Studies" program, is proud to boast of being a world leader in this subject. And KSBE is happy to provide matching grants for colleges to give racially exclusive scholarships for students to major in ethno-STEM.

Like any fad in education, ethnomath is hard to define and unstable in identifying where information can be found. Webpages are quickly created and destroyed. To learn about ethnomath in general, simply type the word ethnomath into a browser window, or Google. For specific information about ethnomath at the University of Hawaii, use these three search words all together:
ethnomath university hawaii.

See also Hawaii Free Press [online newspaper], January 16, 2019
"Math Goes PC: First-in-the-world UH ethnomathematics program approved by Hawai'i Teacher Standards Board"
http://www.hawaiifreepress.com/ArticlesMain/tabid/56/ID/22941/Math-Goes-PC-First-in-the-world-UH-ethnomathematics-program-approved-by-Hawaii-Teacher-Standards-Board.aspx

===========

https://www.angelfire.com/big09/HawnHistPublicSchools.html

Kamehameha Schools began with a single campus on Oahu. It then started doing outreach programs in the public schools in areas with large ethnic Hawaiian populations, such as Waianae and Waimanalo, and giving advice to the "Kupuna In the Schools" program which sends elderly ethnic Hawaiian cultural advisors to most public schools to provide enrichment activities. Kamehameha also gave help to the Hawaiian language immersion classrooms in the regular public schools, as well as the public schools that are entirely Hawaiian language immersion (such as Anuenue). When public charter schools were created, half of them (today more than half) were Hawaiian-focus, meaning that the curriculum was centered around Hawaiian culture; and Kamehameha has given them many millions of dollars. Kamehameha has also built its own campuses on Maui and Hawaii Island, with corresponding outreach to the public schools there as well as on Kauai, Molokai, and Lanai. Kamehameha's influence is not limited to the K-12 public schools. It also gives scholarships for ethnic Hawaiians to attend college not only in Hawaii but anywhere they choose to go, thus making those students beholden to Kamehameha as they become influential in their professional careers.

These outreach programs are NOT politically neutral. Wherever Kamehameha is involved, it provides curriculum materials and teacher training which incorporate Kamehameha's views on Hawaiian history and racial entitlement to political power. In a program which began in the early 2000s, Kamehameha "adopted" public schools in areas with large ethic Hawaiian populations and entered into formal agreements with them whereby Kamehameha provided 20% of the operating budget of the school -- one Kamehameha dollar for every four government dollars -- in return for taking control of all aspects of curriculum and teacher in-service training that might be related to Hawaiian history and culture. Thus Kamehameha has infiltrated the entire public school system and controls what children learn about Hawaiian history and culture. Kamehameha's outreach and infiltration is especially heavy in schools where ethnic Hawaiians are a large portion of the student population, but Kamehameha also has an impact on all public schools systemwide. Thus Kamehameha is ensuring that the next generation of ethnic Hawaiians will be radicalized in their views on historical and sovereignty issues, while the general population is also influenced to be supportive.
https://www.angelfire.com/hi2/hawaiiansovereignty/kamdeseg2002.html

During the 1990s Kamehameha had an outreach arrangement with some public schools to provide Hawaiian culture and language enrichment programs, and special tutoring in regular subjects, in geographic areas where most children are Native Hawaiian. Public schools are not allowed to engage in racial discrimination. Thus, such programs would have to be open to all children regardless of race. But even though a few non-Hawaiian children would unavoidably benefit from such programs, Kamehameha was happy to provide the programs because the student population was overwhelmingly Hawaiian. Later in the 1990s Kamehameha pulled out of those outreach programs with the public schools when Bishop Estate Trustee Lokelani Lindsey, who was the trustee primarily overseeing the educational policy, made a judgment that budget shortfalls required the cutback. The outreach programs were a small window of desegregation, in the sense that Kamehameha trust funds were being spent to partially educate a few non-Hawaiians. But such programs still did not violate the racially exclusionary admissions policy for the actual admission of students at the main campus or its satellite schools, and most of the education of each enrichment student was still being provided by the public school system. Following the mass expulsion of the scandal-ridden Bishop Estate trustees, the new trustees slowly began reinstating some of the outreach programs.

More recently Kamehameha School has announced that it intends to take over management of some public charter schools in areas of heavy Native Hawaiian population, in return for partially financing the operation of those schools. These will be "conversion" charter schools; i.e., schools which the taxpayers have already built and are already operating, but which Kamehameha School will be allowed to run in return for paying perhaps 20% of current operating expenses. Thus Kamehameha School gets to teach its own curriculum and adopt its own teaching methods and control the staff, while the taxpayers get assurances that the children are receiving an education which will meet (virtually meaningless) state standards. The existence of state-operated Hawaiian language immersion schools, and public Hawaiian culture immersion charter schools, is a complicating factor and it is unclear whether Kamehameha School will take over operation of any such immersion schools. For more information on Hawaiian language and culture immersion schools, see:
https://www.angelfire.com/hi2/hawaiiansovereignty/edforhawnethnicnationbuilding.html

Here are excerpts from three newspaper articles tracing the development of Kamehameha School's future partnership with public charter schools:

------

http://starbulletin.com/2001/12/19/news/story10.html

Kamehameha Schools yesterday announced an ambitious plan to spend more than $50 million to reach more than 46,000 students in various programs. Under the plan, Kamehameha Schools would continue to run its private school campuses and preschools across the state, make scholarships available to Hawaiian children to attend other preschools, infuse more money into public schools in communities with a high concentration of Hawaiian children and reach out to more special needs children. "The trustees are saying we're missing a lot of kids. We've taken the best and the brightest but what about everybody else," said Hamilton McCubbin, Kamehameha Schools' chief executive officer.

About 1,057 students are enrolled in Kamehameha preschools and 3,500 at its kindergarten-through-12th grade private school campuses on Oahu, Maui and the Big Island. Another 15,000 students are in career education and community extension education programs.

The first major component would make scholarships available for 10,000 more students to attend accredited preschools other than those run by Kamehameha. Certain incentives would be provided for these schools to improve their facilities and help with accreditation.

The second major component would be to funnel more money into the public schools, an effort to reach more special needs children. "We have many kids within the (Department of Education System) that need some support as well and that's where most of the Hawaiians are," McCubbin said. "The question is: How do we reach them?" Kamehameha plans to create a nonprofit entity that would be driven by the community, with a Kamehameha presence on its board to oversee funding. The state Department of Education would provide the school facilities, faculty and staff and operating budget and Kamehameha would match the school operating budget dollar for dollar.

Because a public school is involved, students of all ethnic backgrounds would be able to attend. The plan would require approval from the probate court and the Internal Revenue Service, as well as a change in legislation to allow it to function within the public school system. Sen. Norman Sakamoto, chairman of the Senate Education Committee, said details on legislation have not been worked out yet, but the concept would be similar to the charter school process.

-----

http://starbulletin.com/2002/02/06/news/story16.html

Hawaii's charter school movement, which has been plagued with funding and personnel issues, may benefit now that Kamehameha Schools wants to step into the fray, observers said yesterday. The high-profile trust wants to partner with the state in educating students from kindergarten through 12th grade as a way to reach more native Hawaiian children.

The House Education Committee yesterday heard testimony on House Bill 2014, which would allow nonprofit organizations to manage and operate a new century conversion charter school. The charter school's local school board would consist of the nonprofit's board of directors. Many of those testifying supported the idea, but some of them expressed reservations -- particularly leaders of existing charter schools, who said existing problems have not been addressed.

"I sincerely appreciate Kamehameha reaching out to more students to expand their reach to Hawaiian students," said Ku Kahakalau, director of Kanu o ka Aina charter school in Waimea. "That's something we 100 percent support." But she added that there are "major issues in existing charter school law that are preventing a very good law (from being) implemented." Leaving the hearing, however, she said Kamehameha Schools may help the charter school movement. "Kamehameha Schools coming into it may push the issue more to the forefront because it's obviously very different when you're dealing with Kamehameha Schools versus when you're dealing with a few grass-roots communities," said Kahakalau.

Hawaii's charter schools are publicly funded and are free from most laws and regulations except collective bargaining, health and safety, discrimination and federal policies. Schools are held accountable for student performance and funding through a contract, or charter, with the state.

Hamilton McCubbin, Kamehameha Schools chief executive officer, said if the bill passed during the current legislative session, the nonprofit would likely be able to begin its new role starting in August 2003. McCubbin told the House Education Committee yesterday that Kamehameha Schools would help to establish a nonprofit, tax-exempt organization to manage and operate the charter schools.

The Hawaii Business Roundtable, the Hawaii Association of Independent Schools and The Chamber of Commerce of Hawaii all support the idea. The Hawaii Government Employees Association and the Hawaii State Teachers Association both opposed the bill. In written testimony Randy Perreira, HGEA deputy executive director, said, among other things, the bill "does not clearly articulate the intended impact on current employees of the school." Karen Ginoza, HSTA president, echoed others' concerns about lack of funding for current charter schools.

-----

http://starbulletin.com/2002/03/19/news/story7.html

The state Legislature has voted to allow Kamehameha Schools to become a partner with selected state charter schools so it can help more native Hawaiian children. In return, these charter schools get more funding at no extra cost to the state. That's because these nonprofit groups must make matching contributions to the school's operations.

"This concept of collaboration with nonprofits presents us with a fresh opportunity to try something fundamentally daring and progressive," House Education Chairman Ken Ito (D, Kaneohe) said of Senate Bill 2662, Senate Draft 2. The House approved the Senate bill without any amendments to it yesterday, sending the bill to Gov. Ben Cayetano for consideration.

As proposed, the bill amends the state's current charter school legislation to include a new section that allows nonprofit organizations to operate and manage an existing public school under what is called a new century conversion charter school. Hawaii charter schools receive public funds but are free from most laws and regulations except for collective bargaining, health and safety, discrimination and federal policies. Each charter school is run by a local board that is held accountable for student performance and funding through a contract or charter with the state.

"This bill will help to extend the legacy of our founder, Bernice Pauahi Bishop, to the many Hawaiian children in public schools through Hawaii," McCubbin said in a statement yesterday. If approved by the governor, the program will be implemented over the next five years and will have a lasting and positive impact on thousands of Hawaiian children and their families, he said.

Ito told colleagues yesterday the bill has many safeguards to prevent these schools from becoming just a private program for Hawaiian children. For example, the new law requires nonprofits to match $1 per pupil toward school operations for every $4 allocated by the state Department of Education. Also, Board of Education approval will depend on whether there is majority support from the school's administrative, support and teaching staff, as well as from affected parents. "We, as legislators, have made every effort to ensure that these conversion charter schools do not transform into privatized educational programs," Ito said. Even so, the Hawaii Government Employees Association and the Hawaii State Teachers Association have opposed the measure. The public worker unions are worried about the impact on school employees and the lack of funding for current charter schools.

----------

Following are some published news reports and press releases, in chronological order, which provide actual numbers and show the growth of Kamehameha's influence as the years go by.

----

http://www.honolulumagazine.com/Honolulu-Magazine/November-2004/Can-Hawaiians-Save-the-Public-Schools/
Honolulu Magazine, November 2004 ** Excerpts

Can Hawaiians Save the Public Schools? by Ronna Bolante

In 2000, lawmakers went a step further, approving the creation of startup charter schools. These were brand-new schools, designing their curriculum and programs from scratch. Startups accept all the students they have room for, regardless of where they live. More than 40 applicants sought state authorization for startup charters in 2000. Half of them wanted to create Hawaiian-focused schools -- a clear response to the plight of Hawaiian students in public education. By the end of 2001, the fledgling Hawaiian charter school movement needed help. The same bureaucratic red tape it was supposed to escape now threatened its survival.

Meanwhile, Kamehameha Schools was reassessing its mission. The institution, one of the wealthiest and most powerful in the state, realized it needed to reach beyond its Kapalama campus to help more Hawaiian children.

"We looked at where we were going and where the bulk of the Hawaiian students were -- 87 percent are in the public schools today," says Charlene Hoe, Kamehameha's interim head of community outreach education. "The charter methodology seemed to hold promise."

In 2002, Kamehameha headed straight for the state Legislature. Backed by the Hawai'i Business Roundtable, Kamehameha lobbied to revise the charter law. It wanted the Legislature to allow nonprofits like Kamehameha to manage and operate conversion charter schools. The DOE provides the school facilities, staff and operating budget for conversions. In return, the nonprofits match $1 for every $4 of state funds.

It is unlikely for bills to pass, let alone get a hearing, the first year they are introduced in the Legislature. But Kamehameha prevailed. It was the first bill Gov. Ben Cayetano signed into law that year.

"This was historic legislation," says Rep. Ken Ito, chairman of the House Education Committee at the time. "Many of these schools were struggling, and this was a new concept."

Kamehameha partnered with other community organizations, including the Harold K.L. Castle Foundation, to establish the nonprofit Ho'oko'oko'o Corp. Hawai'i now has 23 startups, the maximum number allowed under state law. The only room for substantial growth in the charter-school movement is for conversion schools, with 21 remaining slots available.

Waimea Middle School on the Big Island became the first public school to convert to charter under Ho'oko'oko'o. In June, Kualapu'u Elementary on Moloka'i made the move. "It was almost too good to pass up," Kualapu'u principal Lydia Trinidad says. "The partnership with Kamehameha through Ho'oko'oko'o was the biggest incentive. "Now we could say what parts of the DOE were working and which weren't. With these additional resources, we can take care of some things now, like adding a preschool to our campus or extra tutoring positions."

For existing startups, Kamehameha's impact was even greater. In 2003, Kamehameha established the Ho'olako Like program to give Hawaiian-focused startups funding similar to the conversion schools. Kamehameha also provides schools with leadership training, assistance in budgeting and grant-writing, workshops for their students, donations of furniture and equipment and so on. "Before, people thought that the Hawaiian charter-school movement was a joke," says Alvin Parker, principal at Ka Waihona o ka Na'auao. "Kamehameha Schools absolutely certified, validated, gave the credibility of their institution to the Hawaiian charter-school movement. If I could have any educational partner in this state, it's gotta be Kamehameha Schools."

Last year, Kamehameha gave nearly $3 million in matching funds to charter schools with large Hawaiian populations, not counting expenses for additional programs and services. Unlike Kamehameha, Hawaiian-focused charter schools accept all students, regardless of ethnicity or academic standing. By partnering with charter schools in predominantly Hawaiian communities, Kamehameha aids Hawaiian and, to a much lesser extent, non-Hawaiian students who probably wouldn't qualify for admission to its campuses.

-----------

http://the.honoluluadvertiser.com/article/2007/Dec/19/ln/hawaii712190387.html
Honolulu Advertiser, Wednesday, December 19, 2007 * excerpts

Hawaii school helped 35,000 last fiscal year

By Loren Moreno
Advertiser Staff Writer

Through its community and outreach programs, Kamehameha Schools reached more than 35,000 Native Hawaiian children and families in its most recent fiscal year, up 27 percent from the previous year, Kamehameha officials said yesterday. Of that, only 5,400 were students who attended one of the school's three campuses. The other 30,000 participated in a wide variety of programs ranging from classes for expectant parents to college scholarships funded by Kamehameha Schools.

The trust contributed $78 million to more than 60 community organizations statewide -- from programs for expectant parents to early education to literacy programs to college scholarships, Mailer said.

One of the largest partnerships is with the state Department of Education, she said. Kamehameha Schools helps fund some 21 summer school programs in public schools across the Islands. Kamehameha also supports literacy programs, professional development for teachers, Hawaiian cultural education programs and scholarships. Earlier this year, Kamehameha provided 14 Hawaiian-focused charter schools with $4.8 million in funding.

In addition to more than $16 million spent last year on college scholarships, Kamehameha also increased the number of preschool scholarships by 37 percent. Some 850 children received a total of $4.4 million in early-childhood education scholarships, up from $3 million a year before. Last year, Kamehameha Schools served about 8,800 children from birth to age 8 through preschools, preschool scholarships and other educational partnerships. Kamehameha has 31 pre-schools statewide, but with an estimated 32,000 keiki in Hawai'i between birth and age 4, Pating said, Kamehameha has been supporting other early-childhood education efforts across the state in hopes of reaching more native children.

"The biggest theme over the past couple of years has been reaching out and collaborating with our community partners in a much different way than we have in the past," he said.

----------

http://www.honoluluadvertiser.com/article/20081219/NEWS07/812190363/1001/localnewsfront
Honolulu Advertiser, Friday, December 19, 2008

Trust spent $273M on outreach
Kamehameha Schools programs aimed at keiki outside campuses

There are an estimated 74,000 school-age Native Hawaiian children in the public or private school system, with only about 5,400 of them attending one of the Kamehameha Schools campuses. "The majority of our Hawaiian children are not on our campuses," said Christopher Pating, vice president of Strategic Planning and Implementation. "How do we really serve our people? It's about getting out into the community and our schools," Pating said.

Kamehameha's literacy enhancement programs are an example of the kinds of partnerships that the trust has with the public schools. The program is concentrated in 14 public schools and is serving about 2,530 students from kindergarten to third grade. An additional nine schools are expected to join the program.

This past year Kamehameha Schools also continued to support the public charter school movement with some $9.8 million in per-pupil funding to 16 Hawaiian-focused charters. "We are seeing very good gains in achievement at the charter schools," said Kamehameha Schools spokeswoman Ann Botticelli. Kamehameha has expanded the number of preschool scholarships it offers by 48 percent. The school also offers nearly $24 million in pre-school and post-high school scholarships. It is also serving more than 10,000 children through its preschools, preschool scholarships and other educational partnerships.

-------------

http://www.honoluluadvertiser.com/article/20091128/NEWS01/911280327/Kamehameha+increases+grants
Honolulu Advertiser, Saturday, November 28, 2009

Kamehameha increases grants
Public charter schools received $7.2 million to help Hawaiian students

Public schools receive a good chunk of the Kamehameha Schools grants -- and there is good reason for it, Pating said. Kamehameha Schools serves almost 7,000 students at its three campuses and multiple preschools. But it's estimated there are 76,000 school-age Native Hawaiian children, of which 65,000 are in Hawai'i's public schools. "So it really behooves us to be working in partnership with public- school children, because that's where the majority of our children are educated," Pating said.

Public charter schools with a Hawaiian emphasis get a particular boost, with grants from Kamehameha Schools for the past five years. "Charter schools are feeling the pinch" of reduced state funding, Pating said. "They know it will always be a challenge for them," because the state gives them less money per student, he said.

For Hawai'i's smallest charter school, Kamehameha's contributions in recent years have made a big difference. "We're forever grateful to Kamehameha Schools," said Haunani Seward, principal of Ke Kula Ni'ihau O Kekaha on Kaua'i, which uses the grant to hire native Hawaiian speakers who are working on their state teaching credentials. Ke Kula Ni'ihau O Kekaha has 40 students in grades kindergarten through 12, all of whom speak Hawaiian. Use of English doesn't start until fourth grade.

That connection of one Native Hawaiian teaching another is also fostered with Kamehameha's grants to the University of Hawai'i. "It's very important to have teachers from the community teaching in community schools," Pating said. "Students need to see their face in the face of their teacher."

To that end, some UH programs help Native Hawaiians seeking education degrees to follow through, even though many are working, going to school, and raising their own families, Pating said. Other UH programs help teachers of any background learn about "Native Hawaiian learning styles and how to be successful in classrooms," Pating said.

Other major collaborators and grant recipients include Alu Like, 'Aha Punana Leo, Kanu O Ka 'Aina, Partners in Development Foundation and the Institute for Native Pacific Education & Culture.

TOP PARTNERS Kamehameha's top eight collaboration partners for the 2009-2010 school year are:
* Public charter schools (16 schools): $7.2 million
* Hawai'i Department of Education: $1.8 million
* 'Aha Punana Leo: $1.7 million
* University of Hawai'i: $1.5 million.
* Kanu O Ka 'Aina Learning 'Ohana (KALO): $1.4 million
* Alu Like: $1 million
*Partners in Development Foundation: $1 million
*Institute for Native Pacific Education & Culture (INPEACE): $1 million

---------

http://www.ksbe.edu/article.php?story=2009113011373256&mode=print
Kamehameha Schools press release, from its own website; excerpts
Monday, November 30 2009

Kamehameha Schools Awards $23 Million in Grants to Community Collaborators

by: Thomas Yoshida

Kamehameha Schools� mission is to educate Native Hawaiians, and through its three K-12 campuses and 31 preschools, Kamehameha serves thousands of learners across the state every year. Yet many remain untouched by this legacy left by founder Bernice Pauahi Bishop. As part of its Education Strategic Plan, Kamehameha Schools continues to find ways to serve more Hawaiian children and families by collaborating with service providers in communities who offer quality educational experiences.

Since 2006, Kamehameha Schools has provided $79 million to community collaborators throughout the state. This current fiscal year (09-10), Kamehameha's collaboration funding amounted to $23 million, an 18% increase over the $19.5 million awarded last fiscal year. Kamehameha Schools received approximately 90 collaboration requests this year. The top eight collaboration partners for the current fiscal year are:

Collaboration Partner Grant Amount
Charter Schools 1:4 Match (17 schools) $7,204,630
University of Hawai'i (UH) $1,485,865
Alu Like (ALI) $1,060,000
Hawai'i Department of Education (DOE) $1,779,063
'Aha Pūnana Leo (APL) $1,763,333
Kanu O Ka 'Āina Learning 'Ohana (KALO) $1,392,901
Partners in Development Foundation (PIDF) $1,025,000
Institute for Native Pacific Education & Culture (INPEACE) $978,050

Funds are granted to collaborators who have shown that they can deliver quality educational services on a sustainable basis. Funds are provided for direct service, improvement in services and training service providers on an annual and multi-year basis. Collaborators commit to showing learning impact and sharing their successes with others.

According to Chris Pating, vice president of Strategic Planning and Implementation, "Kamehameha Schools relies upon its relationships with community providers to fulfill mutual goals -- to raise levels of well-being for people and communities through education. With our programs and services and those of other community providers, we can weave a fabric of learning support that provides strength and hope for better lives."

Charter Schools: KS continues to champion 17 charter schools that serve many Native Hawaiian students through culturally integrated programs. While these schools largely serve Native Hawaiians, students from other backgrounds also attend, seeking the unique learning environments these schools offer. KS matches one dollar for every four dollars provided by the Department of Education and hopes to increase the percentage of quality charter schools who demonstrate skilled, rigorous, relevant and culturally-grounded instruction.

University of Hawai'i (UH): KS has nine collaborations with UH, four of which are focused on teacher recruitment, training and retention programs with the intent of getting more Native Hawaiian teachers into teaching positions in Native Hawaiian communities. The remaining collaborations focus on increasing academic achievement and graduation rates of Native Hawaiian students within the University of Hawai'i system. "We have similar missions to serve Native Hawaiians, so our relationship with the University is critical to the pursuit of education for our people," said Dr. Shawn Kanaiaupuni, director of Kamehameha's Public Education Support Division. Alu Like, Inc. (ALI): Alu Like's mission is to support Native Hawaiians who are committed to achieving their potential for themselves, their families and communities. Their services include community economic development, business assistance, employment preparation, training, library services, and educational and childcare services for families with young children. KS supports many Alu Like programs, with more than half of its funding directed toward Alu Like's family-based parent education program called Pulama I Nā Keiki (PINK).

Hawai'i Department of Education (DOE): KS supports 11 DOE collaborations that seek to increase student achievement. The major DOE collaboration is the Kahua Program which provides teacher induction and support for teachers in our targeted communities. The program supports KS� belief that changing teaching practices is critical for increasing the achievement of Native Hawaiians in our public school system. KS also funds literacy services in 21 DOE elementary schools, approximately 215 classrooms, to improve reading before third grade.

'Aha Pūnana Leo Preschools (APL): 'Aha Pūnana Leo is committed to the use of Hawaiian language and Hawaiian ways at all times -- in 'Aha Pūnana Leo programs, from preschools to graduate school, from canoe sailing lessons to contemporary office practices. 'Aha Pūnana Leo is an active partner in their communities, fostering academic, social and economic progress. 'Aha Pūnana Leo serves over 200 keiki and their families via their Hawaiian immersion preschool programs throughout the state. KS supports the sharing of APL-developed Hawaiian language books, instructional materials and methodologies that can be disseminated to a wider audience and are viewed as valuable resources for our Native Hawaiian families and communities.

Kanu O Ka 'Āina Learning 'Ohana (KALO): The Kanu O Ka 'Āina Learning 'Ohana is a non-profit organization located in Waimea, Hawai'i. KALO�s mission is to grow womb-to-tomb models of education that advance Hawaiian culture for a sustainable Hawai'i. KS supports KALO with a multi-year collaboration to provide a wide range of education services such as teacher training, early education programs, charter school management, community building and education policy advocacy.

Partners in Development Foundation (PIDF): Partners in Development is a non-profit public foundation whose goal is to help families and communities overcome difficult challenges in ways that would make them, in turn, teachers and helpers of others in need. Using traditional Hawaiian concepts, PIDF creates and implements programs to support Native Hawaiian keiki and families. KS supports these PIDF collaborations: Tūtū and Me Traveling Preschool; services to homeless children and families on the Leeward Coast of O'ahu through the the Ka Pa'alana Traveling Preschool and Homeless Outreach program; and 'Ike No'eau, an early childhood education program.

Institute of Native Pacific Education & Culture (INPEACE): INPEACE is committed to improving the quality of life for Native Hawaiians through community partnerships that provide educational opportunities and promote self-sufficiency. Through our collaboration, INPEACE operates the Keiki Steps to Kindergarten program in several public schools throughout the state. The program provides much needed transition support for keiki and families as they enter kindergarten. Another collaboration, the Kaulele program, is a scholarship program focused on supporting advanced learning for graduate students and interns in the UH system, including a community service commitment in exchange for KS' financial support.

In addition to providing funding, Kamehameha Schools works with its collaborators to promote and support the creation, evaluation and reporting of measurable outcomes to ensure program effectiveness. Kamehameha also provides resources to support the development and implementation of culturally appropriate assessment and evaluation activities.

Kamehameha Schools is a private, educational, charitable trust founded and endowed by the legacy of Princess Bernice Pauahi Bishop. Kamehameha Schools operates a statewide educational system enrolling more than 6,700 students of Hawaiian ancestry at K-12 campuses on O'ahu, Maui and Hawai'i and 31 preschool sites statewide. Thousands of additional Hawaiian learners are served each year through a range of other Kamehameha Schools' outreach programs, community collaborations and financial aid opportunities in Hawaii and across the continental United States.

------------

http://www.staradvertiser.com/news/20110131_Hawaiian_education_funding_up.html
Honolulu Star-Advertiser, January 31, 2011, * excerpts

Hawaiian education funding up

By Mary Vorsino

As part of a push to extend services to more native Hawaiian children statewide, Kamehameha Schools spent $102 million on educational outreach programs last fiscal year, up from $57 million in 2006. Spending on outreach was up 5 percent from fiscal year 2009.

Altogether, the outreach programs -- through school campuses and community groups -- served some 45,000 children and their caregivers, according to an annual report for fiscal year 2010 released last week. About 10 percent of the spending, or $31 million, went to public school programs (from homework centers to summer enrichment programs to after-school help for at-risk youth), compared with $28 million the year before.

"Most people think of our (three) campuses when they see the name Kamehameha Schools," Kamehameha Schools Chief Executive Officer Dee Jay Mailer said. "But what many don't realize is that we support talented young students in community programs and public schools throughout Hawaii." Kamehameha Schools also continued to expand its literacy instruction initiative, which helps public school students improve their reading skills. The program is now in 21 schools, eight of which were added last fiscal year.

The $102 million spent for outreach education programs last fiscal year compares with about $129 million spent for programs at the three Kamehameha Schools campuses on Oahu, Maui and the Big Island, a spokeswoman said. Additionally, the trust spent $68 million for major repairs and capital improvement projects, debt financing and other programs.
Spending on outreach last fiscal year, which ended June 30, included:
* $7.9 million for teacher training and support.
* $12 million in preschool and kindergarten scholarships.
* $12.6 million for native Hawaiians attending college.
* $9.1 million for Hawaiian-focused charter schools.

-------------

http://www.hawaiireporter.com/kamehameha-schools-endowment-rises-to-7-82-billion
Hawaii Reporter, February 2, 2011; * excerpts

Kamehameha Schools' Endowment rises to $7.82 Billion

The charitable trust's latest annual report shows ... The $299.2 million of education and services spending included $31 million spent in support of state Department of Education programs and services, while another $129 million was spent on campus-based programs. The trust noted it also provided $9.1 million for 17 Hawaiian-focused start-up and conversion public charter schools and $7.9 million in educator training and support for Teach For America participants. Kamehameha Schools said it also spent tens of millions more in providing scholarships to native Hawaiians attending pre-schools, kindergarten programs, college and other post-high school programs.

** 2011 Note from website editor Ken Conklin: Several of the most recent annual reports, including this one, are available on the KSBE website. The full report can be downloaded, along with report on financial activities, consolidated financial statements, and the community outreach programs. Go to
http://www.ksbe.edu/index.php?topic=annualreports

==================

Send comments or questions to:
Ken_Conklin@yahoo.com

You may now
GO BACK TO OTHER TOPICS ON THIS WEBSITE