| One of the many strengths of the Public Policy Training is it challenges students to take action on an issue they collectively feel is a priority. Leadership trainer, James Trice, steps back in phase ll of the training as the students exercise their new knowledge to organize and engage community leaders around a community benefit.
The program is designed to first empower students, then set the stage for them to influence policy. The 2011 class worked harmoniously as they identified each of their concerns, then negotiated a single issue they could all rally around. For this group, that issue was education.
The students took on the name Advocates Serving All People (ASAP). They organized a forum, selecting a group of panelists and inviting the public to discuss the challenges in education specific to North Minneapolis.
Panelists included: Kim Colbert, Sondra Samuels of the Northside Achievement Zone and parent of private-school children; Chris Stewart, former Minneapolis Public Schools board member and parent; Marcus Harcus, a graduate of the Public Policy Project, now working as an advocate for the Minnesota Campaign for Achievement Now (MINNCAN); Lynnell Mickelsen of Put Kids First Minneapolis, an advocacy group for teacher contract reform, and James Grathwol, a lobbyist for the Minneapolis Public Schools.
This was a proud accomplishment for ASAP. About 30 people attended the forum to discuss systematic barriers in our education system.

Many of us cast a ballot for an election and then cross our fingers that our legislators represent some approximation of our point of view. Beyond the election, we often feel at the mercy of the system. Upon concluding the Public Policy Training, the group unanimously recognizes they have a place in the legislative process. They know how to navigate the halls of the capitol and understand that their continued engagement of policy makers is the path to creating outcomes. The students’ confidence and enthusiasm is grounded in a real world understanding of legislative roles and procedures.
Elizabeth Weitherspoon of the Isiah Domestic Violence Task Force said she, “feels much more empowered to speak about public policy issues with legislators”. The field work, which includes a trip to the capitol, has an |
equalizing effect. It boosts the students confidence and humanizes legislators. Her colleague, Betty Thomas said, “After taking this class, I realize what I think and feel about issues counts as much as the votes of our legislators. They need to know that and I now know how to keep them informed of my own position.” She went on to say, “My co-members of the Domestic Violence Task Force make a practice of meeting with legislators to discuss public policy. I had never joined them at the capitol because I felt I couldn’t contribute. Now I recognize the importance of doing so, and I have the confidence to speak up.”
Clifton Williams is still in school, but took this class to supplement his understanding of public policy. He believes most importantly, he learned that, “we all have a power inside of us, but when we bring it together, we can do great things.” He looks forward to being a role model by showing people how to go to the capitol and have a voice among decision makers.

The 24 week class came to a close with a graduation ceremony on May 31. Family and friends came to celebrate the commencement. Program funder, NorthWay Community Trust was encouraged to see the room filled with pride, and the group members’ commitment to continue their work together beyond the course. James Trice made a personal commitment of $1,500 to the group of students who continue their civic engagement. The groups departure from this class marks an important turning point for these students. They’ve grown in knowledge, self-worth and a spirit of cooperation. |
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