Teachers Are Not Prepared For Students With Special Needs

Students in Montclair State University’s dual-certification program (Jackie Mader / Hechinger Report)

Strong progress has been made to integrate students with disabilities into general-education classrooms. Educator instruction hasn’t kept up. When Mary Fair became a teacher in 2012, her classes often contained a mix of special-education students and general-education students. Placing children with and without disabilities in the same classroom, instead of segregating them, was a growing national trend, spurred by lawsuits by special-education advocates.

But in those early days, Fair had no idea how to handle her students with disabilities, whose educational challenges ranged from learning deficits to behavioral disturbance disorders. Calling out a child with a behavioral disability in front of the class usually backfired and made the situation worse. They saw it as “an attack and a disrespect issue,” Fair said.

Over time, Fair figured out how to navigate these situations and talk students “down from the ledge.” She also learned how to keep students with disabilities on task and break down lessons into smaller, easier bits of information for those who were struggling.

No one taught her these strategies. Although she earned a bachelor’s degree and teaching certificate in math instruction for both elementary and middle school, she never had to take a class about students with disabilities. She was left to figure it out on the job.

Many teacher-education programs offer just one class about students with disabilities to their general-education teachers, “Special Ed 101,” as it’s called at one New Jersey college. It’s not enough to equip teachers for a roomful of children who can range from the gifted to students who read far below grade level due to a learning disability.

A study in 2007 found that general-education teachers in a teacher-preparation program reported taking an average of 1.5 courses focusing on inclusion or special education, compared to about 11 courses for special-education teachers. Educators say little has changed since then.

A 2009 study concluded that no one explicitly shows teachers how to teach to “different needs.” Because of time constraints, the many academic standards that must be taught, and a lack of support, “teachers are not only hesitant to implement individualized instruction, but they do not even know how to do so,” the report stated.

Fair says teacher-preparation programs should be doing more. At the very least, “You should have a special-education class and an English language learner class,” she said. “You’re going to have those students.”

Between 1989 and 2013, the percentage of students with disabilities who were in a general education class for 80 percent or more of the school day increased from about 32 percent to nearly 62 percent. Special-education advocates have been pushing for the change—especially for students who have mild to moderate disabilities like a speech impairment—in some cases by suing school districts.

Some research shows as many as 85 percent of students with disabilities can master general-education content if they receive educational supports. Supports can include access to a special-education teacher, having test questions read aloud, or being allowed to sit in a certain part of the classroom.

Students with disabilities who are placed in general-education classrooms get more instructional time, have fewer absences, and have better post-secondary outcomes. Studies also show there is no negative impact on the academic achievement of non-disabled students in an inclusion classroom; those students benefit socially by forming positive relationships and learning how to be more at ease with a variety of people.

Alla Vayda-Manzo, the principal of Bloomfield Middle School about 30 miles outside of New York City, said she’s seen the benefit of inclusion for students. The school serves about 930 students, nearly 20 percent of whom have a disability, according to state data. When students with disabilities are included in classrooms with their peers, Vayda-Manzo said the high expectations and instructional strategies “lend themselves to those students being more successful than they would be had they been in a separate, self-contained environment.”“It’s not just getting a child included … that is only a small portion of the battle.”

But as more districts move to make classrooms inclusive, they’ve been caught flat footed when it comes to finding teachers prepared to make the shift. Academic outcomes for students with disabilities have remained stagnant for years, even as more students with special needs are integrated into general-education classrooms. Students with disabilities are less likely to graduate and more likely to earn an alternate diploma that is not equivalent to a general diploma in the eyes of many colleges and employers. And year after year, they score far lower than their peers on standardized exams.

Experts say the problem is that it takes much more than just placing students with disabilities next to their general-education peers: Teachers must have the time, support, and training to provide a high-quality education based on a student’s needs.

Mike Flom, a parent and co-founder of the advocacy group New Jersey Parents and Teachers for Appropriate Education, said many factors impact inclusion’s effectiveness. His twin sons, now in seventh grade, were placed in an inclusion classroom beginning in fifth grade. Initially, Flom said his sons had “mixed reviews” on whether inclusion was beneficial.

“I think the teachers were really motivated to be helpful,” Flom said. “I don’t know the extent to which they were permitted to do the things, or had enough training to do the things, that were required to be more effective.”“It’s not just getting a child included … that is only a small portion of the battle,” he added.

These days, Mary Fair navigates her classrooms with ease. She has learned through experience how to teach students with a variety of disabilities and works with a veteran special-education teacher to modify lesson plans and tests.

On a recent morning in a seventh-grade math-inclusion classroom at Bloomfield Middle School, Fair and her co-teacher, the special-education teacher Christina Rodriguez, started a lesson on the order of operations.

Fair stepped up to the front of the classroom as Rodriguez circulated to make sure students were on task.“We’re starting order of operations,” Fair said. “It’s something you did in sixth grade, but today we are doing it differently.”“Ms. Fair, I want to see if they remember,” Rodriguez said to Fair, who smiled and nodded.“Put your hand up if you remember what the order of operations is,” Rodriguez said.More than half of the students raised their hands

“Who remembers ‘PEMDAS’?” Rodriguez asked, referring to the mnemonic device used to remember order of operations (Parentheses, Exponents, Multiplication and Division, Addition and Subtraction). More students eagerly shot their hands in the air.

Fair cut in and explained that although they learned PEMDAS in sixth grade, they were going to learn a new rule about the order of operations today. “Take your yellow paper and fold it horizontally,” Fair said, referring to a yellow sheet of paper that sat on each student’s desk.“Like this,” Rodriguez said, holding up a piece of paper and demonstrating how to fold it horizontally.“Like a hamburger,” Fair added.

To an outsider, it’s impossible to tell who is the general-education teacher and who is the special-education teacher. Both Fair and Rodriguez have desks at the front of the room. They switch off during lessons, effortlessly picking up where the other has left off. They both give directions and explain content. They are careful not to fall into what educators say is a common trap: seeing general-education students as the responsibility of one teacher, and special-education students as the responsibility of the other.

That’s how a good inclusion class should be, Rodriguez said, but it takes practice and time. Like Fair, Rodriguez didn’t receive any training in special education before she entered the classroom. She became a teacher through an alternate program. When she got a job teaching special education six years ago, she relied on strategies she learned while working as an aide in a class for students with autism. In 2014, she received her master’s degree in teaching students with disabilities from New Jersey City University; she now teaches a class for Montclair State University’s dual-certification teacher-preparation program.

Although most traditional teacher-preparation programs nationwide do include some training on students with disabilities, usually in the form of one course over the entirety of the program, educators say this course is often generic and perfunctory. Aspiring teachers also may be given assignments in other classes that require them to adapt a lesson for a hypothetical special-education student.

Fair said she had some assignments like those, but “we didn’t really know what we were talking about, because we weren’t taught it.” Her colleague, the science teacher Jessica Herrera, said she was only offered one class in special education—called “Special Education 101”—when she went through a traditional teacher-preparation program in New Jersey.

“A lot of my training was for that ‘middle of the road’ kind of kid,” Herrera said. “I was prepared for the regular ed student.” In her 13 years as a teacher, Herrera has taught some inclusion classes; she said she picked up strategies from working with “good special-education teachers.” When she earned her master’s degree from Montclair State, she was finally taught how to teach a “range of learners,” she said.

Fair and her co-teacher Rodriguez say there are certain things they wish were included in all teacher-education programs, like an explanation of the different kinds of disabilities and ways to address the various struggles students may encounter. They also say teacher preparation should include more classroom management and “subtle ways” to keep students focused and on task.

Mimi Corcoran, the president of the National Center for Learning Disabilities (NCLD), said teacher preparation should better address topics in special education. “We do a disservice to the teachers we’re sending [to schools] in the way we’re training, and we’re doing a disservice to kids,” Corcoran said. “We’ve got to step up to the plate and think differently and act differently, and that’s hard because everybody gets comfortable and systems are hard to change.”

Some teacher-preparation programs are trying to better prepare graduates to teach students with disabilities, especially in inclusion classrooms. At Syracuse University, George Theoharis, a professor and the chair of Teaching and Leadership, said the school’s elementary special-education program has been one of the leaders nationwide in training educators for inclusive education.

Every teacher who graduates from Syracuse’s Early Childhood or Elementary Education program is dual-certified in special education and spends time in inclusion classrooms. Theoharis says it’s an approach that more preparation programs should take. “All of our programs need to be inclusive,” Theoharis said, referring to teacher preparation. “Regardless of what job teachers get, people need to be prepared to work with all children and see all children as their responsibility.”

At Montclair State, students can receive a dual certification in special education and a subject-level or grade-level range. The school also offers a unique concentration in “inclusive iSTeM,” which specifically prepares science, technology, engineering, and math teachers for inclusion classrooms. Students in the program receive a Master of Arts in Teaching, a certification in math or science, and are endorsed by the state as a teacher of students with disabilities.

Jennifer Goeke, a Montclair State professor and the program coordinator, said the dual-certification program prepares teachers to be hired as either a general- education or special-education teacher. “They know how to perform both roles easily and effectively,” Goeke said.

On a recent afternoon, Goeke was holding class in the Bloomfield Middle School media center. She asked her 17 students to first discuss issues they were having in their “fieldwork classrooms,” where they are currently observing and working with general- and special-education teachers. She listened to a few descriptions of struggles and then reminded her students that part of their job is to be an example for other teachers.

“I’m not trying to minimize or trivialize what you might be learning in your content area,” Goeke said. “It’s very important that you have a strong grounding in the methodology and the philosophy of your discipline … and know how to teach your content.” But, Goeke added, “You have to remember that most people do not have any diverse learners in mind. Their training did not teach them to take those students into account.”

In Montclair’s program, students work with two mentor teachers for a year in an inclusion classroom and in small-group settings. They receive extensive training in how to work with students with disabilities as well as how to effectively teach content, like math and science, or grade levels, like early education or elementary education.

Bloomfield chose to partner with the iSTeM program in 2012, and has hired two graduates of the program, and offered teaching positions to several more, who eventually chose jobs in other districts. The Bloomfield Principal, Vayda-Manzo, says the graduates of the program are “like unicorns in the field,” as it’s rare to find teachers who are dual-certified in general and special education.

Current teachers at Bloomfield have also benefited from iSTeM, Vayda-Manzo said. The program provides professional development for inclusion teachers at the school who agree to be mentor teachers for iSTeM students, and those teachers also observe each other and work with professors from Montclair State. Vayda-Manzo said the school makes sure co-teachers have the same planning periods so they have time to plan lessons together each day.

Herrera, who mentors iSTeM teachers, said the professional development provided through the program has improved her ability to teach students with disabilities. “I feel like I got a lot of additional strategies through that,” Herrera said.

On-the-job training is essential to ensure teachers have the skills needed to teach all students in their classroom, especially those teachers who may have attended teacher preparation years ago or missed out on training about disabilities, according to Mimi Corcoran of NCLD. “We have to be fair for the educator,” Corcoran said. For “many that are already in field, the concepts of special education and how to include kids has shifted, and [teachers] need the supports.”

Vayda-Manzo said it has been an easy choice to continue the program.“I saw the impact that it made in our inclusion classes,” Vayda-Manzo said. “We saw tremendous gains.”

By Jackie Mader

Source: Teachers Are Not Prepared for Students With Special Needs – The Atlantic

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How Multifamily Syndications Can Protect Your Assets Better Than Single-Family Homes

While it can seem easy to get into real estate investing with single-family homes, many investors choose to skip the single-family route altogether for an investment in syndication. Multifamily syndications pool funds from passive investors to purchase large apartment complexes while providing greater asset protection than single-family homes.

Apartment Buildings Offer Safer Debt Than Single-Family Rentals

Most single-family real estate “gurus” preach that it’s fine to personally guarantee mortgages in your own name to qualify for lower interest rates and down payments. However, there is a downside to securing a mortgage in your own name.

If the investment fails or there’s a market downturn and the lender forecloses, you are personally on the hook for that debt. Often, lenders come after your other assets to make up for their losses. Even if you are successful in negotiating debt forgiveness with your lender, the IRS considers the forgiven debt taxable income, which you will end up paying taxes on. For some, this leaves bankruptcy as the only way out.

This type of cross-collateralization is the reason many real estate empires, mom and pop landlords, as well as young investors like myself lost it all in the 2008 housing bust.

While many single-family landlords still turn a blind eye to these risks, it is not a worry for investors in apartment syndications. Since occupied apartments are income-producing businesses, lenders provide loans without a personal guarantee, collateralizing the debt with the asset itself. Furthermore, the loans are only signed by the fund managers, reducing investors‘ risk to the amount they have invested only.

Syndications Protect You From Your Investment

Imagine that you own a single-family rental. Your tenant’s guest gets drunk, falls off the deck, and dies. The family of the deceased wants to sue you personally. If the property is owned in your own name instead of an LLC, then the rental is cross-collateralized with your other personal assets. The family’s attorney can quickly do a search of the public county tax records, identify you and any properties in your name, add up your estimated net worth, and gladly come after everything you own.

There are two ways single-family investors try to protect themselves from this liability, but in my opinion, neither are good options.

1. The first is to transfer ownership of the property to an LLC, which would limit the lawsuit to equity in that one rental. However, if your lender finds out about the transfer, they can exercise a “due on sale” clause and immediately call the balance of the loan due. This can leave you scrambling to refinance the property and, if you can’t secure a new loan in time, perhaps because it happened during a market downturn, the bank can take the property through foreclosure.

2. The second option is to carry a $1 million liability insurance policy. While they believe insurance will protect them from lawsuits, some attorneys see these as big paydays. In the case of litigation, the landlord will find themselves paying out of pocket for a long and expensive lawsuit in hopes of a settlement, all the while crossing their fingers in hopes their insurance will pony up for the settlement without a fight.

Syndications offer a couple of layers of protection against this. With multifamily syndications, each investment is purchased in dedicated LLCs. Furthermore, investors are limited partners in a securities offering, protected with liability limited to their investment.

Syndications Protect Your Investments From Each Other

Once single-family investors build a large portfolio of rentals, they can package them into one LLC and get a portfolio loan that doesn’t require a personal guarantee. While this protects them personally from lawsuits, it exposes the equity in all the properties within the LLC to each other. If one of the rentals is sued or fails to perform, it can’t be foreclosed on individually, which drains the cash flow and equity of the entire portfolio.

Syndications are all held in their own LLCs without the requirement of a personal guarantee. If one undergoes a lawsuit, underperforms or forecloses, there is no personal effect on the investor, their credit or their other properties.

Syndications Protect Your Investments From You

Many investors buy real estate to build an inheritance for their children and grandchildren. It’s a sad day when a legal judgment removes wealth from generations of a family. When held in the right type of entity, multifamily syndications can help protect the inheritance you’re building from personal judgments against you.

Imagine that you caused a fatal car wreck, are sued and lose. If you are unable to pay the resulting judgment, the court may require you to list all your assets and exercise charging orders in which it can force the sale of your investments. To protect against this, investors choose to form holding companies in states that do not enforce charging orders, such as an LLC headquartered in Wyoming, making them far less attractive for lawsuits.

Both single-family homes and multifamily syndication investments can also be placed into trusts, which can help your heirs avoid probate court, minimize estate taxes and help keep your financial affairs private.

Syndications Are Not Right For Everyone

Though multifamily syndications offer a number of asset protection advantages, they are not right for everyone. For example, if you want the freedom to liquidate your investments as needed, syndication is not right for you. Investments in syndication are held until the sponsor sells or refinances the investment, which you, as an investor, have no control over. For greater liquidity, you may want to consider other income-producing real estate investments such as REITs. Talk to your CPA to see which investments work best with your goals.

Invest With Peace Of Mind

Planning for your financial future in a shaky economy can be stressful. When you choose investments with asset protection built-in, you are making a step toward a more secure future.

Patrick Grimes is the founder of Invest on Main Street, a private equity firm managing passive multifamily investments in emerging markets. Read

Source: How Multifamily Syndications Can Protect Your Assets Better Than Single-Family Homes

Critics by HighPicksCapital

There are two types of syndication investors, accredited and non-accredited (sophisticated). Many current property syndications allow both types of investors to participate as limited partners in multifamily investing deals. In most instances, there are no requirements for previous experience as a property syndication investor.

In addition, there is often no limit to the number of participating investors in a multifamily syndication. This is actually an ideal type of property deal for an inexperienced property investor. It is true that the larger the number of investors funding a property investment, the smaller the amount of financial return will be for each investor. Yet the larger the number of participating investors in an investment project, the lower the risk factor will be for each investor.

If a multifamily syndication has the status of 506(C), investing will only be open to accredited property investors. The requirements for becoming an accredited investor are set by the SEC. Accredited investors are required to have a specific net worth or annual income, either as an individual or jointly with a spouse.

The current SEC requirements for qualifying as an accredited investor for syndication property deals are as follows:

  • For the past two years, your income as an individual was more than $200,000 (or you and your spouse had a combined income of $300,000). You are also required to have the reasonable assurance of having the same amount of income or more during the current year.
  • You as an individual or jointly with your spouse have a net worth of more than one million dollars. The one million dollar amount does not include the market value of your primary residence.

Multifamily syndications with 506(B) status are open to both accredited and sophisticated investors. Although sophisticated investors do not have the high net worth that is required to qualify as accredited investors, those who are suitable for these types of investments have significant investing experience and a preexisting good relationship with the general partner (sponsor).

Some syndication investment deals may place limits on the number of participating limited partners who are sophisticated (unaccredited) investors. Often in large property investments like multifamily complexes, major syndicators will not offer as many investing opportunities to sophisticated investors as the number that are open to accredited investors. These property syndicators tend to place more value on the accredited investors due to their qualifications.

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Johnson & Johnson Agrees To Pay $230 Million To Resolve N.Y. Opioid Lawsuit

Johnson & Johnson building in Madrid.

Johnson & Johnson will pay as much as $230 million to settle a lawsuit from New York state over its sale and marketing of opioid painkillers, New York Attorney General Letitia James announced Saturday, as state and local governments move to extract money from the pharmaceutical companies that developed the drugs to help combat an epidemic of addiction to them.

The settlement will remove Johnson & Johnson from a trial in a lawsuit brought by James against multiple pharmaceutical companies that’s set to start on Long Island next week.

Johnson & Johnson will pay as much as $230 million into a state-operated settlement fund to underwrite addiction recovery services, overdose prevention, training for healthcare providers and other opioid-related purposes.

James said Johnson & Johnson has agreed to stop selling opioids in the United States, but the company says it stopped selling prescription painkillers in the U.S. last year.

The settlement does not require Johnson & Johnson to admit any wrongdoing or liability, and the company called its marketing of painkillers “appropriate and responsible” in a Saturday morning statement.

Crucial Quote

“While no amount of money will ever compensate for the thousands who lost their lives or became addicted to opioids across our state or provide solace to the countless families torn apart by this crisis, these funds will be used to prevent any future devastation, James said in a statement.

Key Background

James sued Johnson & Johnson along with several other drugmakers in 2019, accusing the New Jersey-based pharmaceutical company of aggressively marketing its opioid painkillers to doctors and inaccurately downplaying the risk of addiction. The lawsuit tied the company to a nationwide opioid abuse epidemic fueled largely by the overuse of powerful, addictive prescription drugs. Several other state and local officials have weighed action against Johnson & Johnson, and the company said last year it’s open to paying $5 billion in settlements.

Tangent

When James’ court case against drugmakers starts next week, it will not include the suit’s best-known target: Oxycontin manufacturer Purdue Pharma. Saddled with a federal criminal probe and hundreds of lawsuits, Purdue is navigating bankruptcy proceedings, and the company and members of the Sackler family — the company’s billionaire owners — are offering to pay billions of dollars in settlements and restructure Purdue as a public benefit company. This plan is controversial, with some politicians and advocates pushing back on a provision to make the Sackler family personally immune from future lawsuits.

I am a breaking news reporter at Forbes. I previously covered local news for the Boston Guardian, and I graduated from Tufts University in 2019. You can contact me at jwalsh@forbes.com.

Source: Johnson & Johnson Agrees To Pay $230 Million To Resolve N.Y. Opioid Lawsuit

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Critics:

The opioid epidemic, also referred to as the opioid crisis, is the phrase used to describe the overuse, misuse/abuse, and overdose deaths attributed either in part or in whole to the class of drugs opiates/opioids, and the significant medical, social, psychological, and economic consequences of both the medical and the non-medical or recreational use of these medications.

Opioids are a diverse class of moderate to strong painkillers, including oxycodone (commonly sold under the trade names OxyContin and Percocet), hydrocodone (Vicodin, Norco) and a very strong painkiller, fentanyl, which is synthesized to resemble other opiates such as opium-derived morphine and heroin. The potency and availability of these substances, despite the potential risk of addiction and overdose, have made them popular both as medical treatments and as recreational drugs.

Due to their sedative effects on the part of the brain which regulates breathing, the respiratory center of the medulla oblongata, opioids in high doses present the potential for respiratory depression and may cause respiratory failure and death. Opioids are highly effective for treating acute pain, but a debate rages over whether they are effective in treating chronic (long term) or high impact intractable pain, as the risks may outweigh the benefits.

Most deaths worldwide from opioids and prescription drugs are from sexually transmitted infections passed through shared needles – citation needed. This has led to a global initiative of needle exchange programs and research into the varying needle types carrying STIs. In Europe, prescription opioids account for three‐quarter of overdose deaths, which represent 3.5% of total deaths among 15-39-year-olds.

Some worry that the epidemic could become a worldwide pandemic if not curtailed.Prescription drug abuse among teenagers in Canada, Australia, and Europe were comparable to U.S. teenagers. In Lebanon and Saudi Arabia, and in parts of China, surveys found that one in ten students had used prescription painkillers for non-medical purposes. Similar high rates of non-medical use were found among the young throughout Europe, including Spain and the United Kingdom.

Investors Block 800,000 Student Loan Borrowers From Billions In Potential Relief

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Investors of a sprawling private student loan operation have effectively blocked a settlement proposal that could have provided billions of dollars in relief to 800,000 student loan borrowers.The case involves a set of financial vehicles collectively known as National Collegiate Student Loan Trusts. The National Collegiate Student Loan Trusts are not technically a student loan company (at least in the traditional sense), nor are they even a single organizational entity.

Rather, the name refers to around 15 or so individual trust entities that collectively acquired hundreds of thousands of private student loans that were originally disbursed by private commercial banking entities. These original lenders securitized and sold bundles of private student loans, which were then purchased and transferred by intermediaries, and then ultimately assigned to the National Collegiate Student Loan Trusts.

In 2017, the Consumer Financial Protection Bureau (CFPB) filed a lawsuit against the National Collegiate Student Loan Trusts and its servicer, TransWorld Systems for illegal collections practices. The lawsuit alleged that the trusts filed numerous collections lawsuits against consumers without complete documentation sufficient to prove that the trusts actually owned the loans they were purporting to collection.

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The lawsuit also alleged that the trusts relied on sworn affidavits by employees of TransWorld Systems to prove ownership of the student loans, but that at times, these affiants had no actual personal knowledge of the underlying debts at all. As a result, student loan borrowers wound up being forced, via state court judgments, to pay for student loans that they did not owe, or did not have to repay.

The CFPB and the National Collegiate Student Loan Trusts reached a settlement agreement that would have required the Trusts and TransWorld Systems to audit around 800,000 student loan accounts. Some expected that the audits would result in many of those accounts being deemed effectively uncollectible or even forgiven if the audits determined that sufficient documentation of ownership was unavailable.

A federal judge recently rejected the proposed settlement, however. The court sided with several investors and stakeholders involved with the National Collegiate Student Loan Trusts (including some banking entities and debt collectors), concluding that the attorneys acting on behalf of the trusts to negotiate with the CFPB did not have authority to enter into the settlement agreement in the first place.

The end result is that, barring a re-negotiated agreement or another favorable conclusion to the litigation, around 800,000 student loan borrowers with around $12 billion in student loans allegedly held by National Collegiate Student Loan Trusts will continue to be potentially liable for the debt. These borrowers could be subjected to a renewed wave of debt collection lawsuits, and it will be up to individual borrowers (and their attorneys) to fight these lawsuits in court, one by one.

Follow me on Twitter or LinkedIn. Check out my website.

I’m an attorney with a unique practice devoted entirely to helping student loan borrowers. I provide counsel, legal assistance, and direct advocacy for borrowers on a variety of student loan-related matters including repayment management, default resolution, and servicing troubleshooting. I have been interviewed by major national media outlets including The New York Times, NPR, and The Washington Post, and I’ve been named a Massachusetts Super Lawyer “Rising Star” every year since 2015. I regularly present to companies, schools, and professional associations about the latest developments in higher education financing, and I’ve published three handbooks to help student loan borrowers manage their debt. I’m also a contributing author to the National Consumer Law Center’s manual, Student Loan Law, as well as various law review articles. I received my undergraduate degree, with honors, in Philosophy and Political Science from Boston University, and my law degree from Northeastern University School of Law.

Source: https://www.forbes.com

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