When I was younger, I watched my youngest brother struggle to learn multiplication. As a student with ADHD, unfamiliar concepts were difficult for him to grasp quickly. While many focused on the low grades, I saw something deeper: his confidence in math was disappearing. My heart couldn’t take it as I knew that he wasn’t incapable, but was just trying to survive in a system that wasn’t built for how he learned. Knowing this, I began to wonder if technology could help him. This experience shaped my passion for using technology to work towards educational equity. Curious about how technology could support students like my brother, I began research on ADHD and built a game designed to help children with ADHD study for our state math exam. The game, inspired by Super Mario Bros., used hearts representing lives and had a character jumping through challenges. It also incorporated some of the tips I learned through my research like calming music, blue hues, and a timer for frequent breaks. One of my biggest challenges while creating this game was bringing my ideas to life. When I first started, I didn’t know about learning strategies for students with ADHD or what it took to design and program a game. While this project had its difficult moments and is far from its final stages, I’ve gained insight on my passion and about what it means to create tools for others. To have more of an impact in closing educational gaps, my junior year, I decided to serve as an online volunteer tutor at Learn to Be, a global non-profit that provides free tutoring to students in underserved communities. Last year, I was assigned my first student, a seventh grader from The Bronx who struggled with pre-algebra. During our sessions, I watched her glow as she began to understand and confidently explain concepts she once struggled with. This experience taught me that impact doesn’t always come from large gestures, sometimes it's created through sharing what you already know. Working with her deepened my understanding of how uneven access to academic support can widen opportunity gaps for students in underrepresented communities like mine. It also showed me that I have the responsibility to help close that gap. Through the project and tutoring, I discovered that I don’t have to pursue tech or education, as they can work together. My passion for both tech and education has shaped me to be someone who chases innovation while prioritizing the people I serve. As technology continues to shape nearly every aspect of our lives, I'm especially excited by the rapid advancement of machine learning and its potential to make education more personalized. I hope to study data science and machine learning so I can develop educational technology that uses data to create learning experiences tailored to each student's strengths, challenges, and pace. My purpose is to create tools that support students and increase their confidence in learning, not diminish it. I believe that with equitable access to personalized education, more students can reach their potential without being defined by the limitations of traditional classrooms.

Notebooks and workbooks scattered across the floor, children sitting cross-legged ready to learn math from their seven-year-old teacher. This is not the typical scene of a summer afternoon for a group of elementary schoolers, but this was my first classroom. Even then, I loved helping students gain confidence in a subject that once felt confusing. That same feeling motivated me to become a volunteer tutor with Learn to Be, a virtual tutoring program. In January I was assigned my first student, a seventh grader from The Bronx who struggled with pre-algebra. During our sessions, I watched her glow as she could understand and confidently explain concepts she once struggled with. This experience taught me that impact doesn’t always come from large gestures, sometimes it's created through sharing what you already know. Working with her deepened my understanding of how uneven access to academic support can widen opportunity gaps for students in underrepresented communities like mine. It also showed me that I have the responsibility to help close that gap. Upon graduating high school, I plan to pursue a bachelor’s degree in statistics and data science at The University of Texas at Austin. My interest in data science began as a participant in Girls Who Code’s Self-Paced Summer Program. I was drawn to how data science has numerous applications in many fields, including education. After earning my bachelor’s degree, I hope to work as a data analyst while completing a master’s in data science. My long-term goal is to become a data scientist in the education technology space. I want to build tools that make learning more personalized and accessible, especially for students who struggle in traditional systems. I’ve experienced firsthand how resources and transform one’s trajectory, and I want to help create that change for others. As I advance in my career, I also hope to serve as a mentor for young women through programs like Girls Who Code, which played a major role in shaping my passion for technology. I want to help other girls see themselves in tech and contribute to our future. As an incoming student at UT Austin, I plan to continue tutoring K-12 students in underserved areas through initiatives like the Neighborhood Longhorns Program, an outreach effort that connects volunteer tutors with 2nd-8th grade students in Title 1 schools across Central Texas. My experience as a tutor has fueled my commitment to educational advocacy and expanding opportunities for students.

Greetings, my name is Alirat Oladejo. I am a senior at Willowridge High School in the P-TECH program, where I am earning my associate’s degree in Web & App Development through Houston City College. On campus, I serve as Co-Captain for the Academic Decathlon team, President of the Girls Who Code club, and a Lead Ambassador in FBISD’s Student Voice Advisory Network. Beyond school, I volunteer as a math tutor with Learn to Be and serve as a mentor for elementary school students through PALS. In my free time, I enjoy reading realistic fiction and crocheting stuffed animals. Upon graduating high school, I plan to pursue a bachelor’s degree in statistics and data science at The University of Texas at Austin. My interest in data science began as a participant in Girls Who Code’s Self-Paced Summer Program the summer after my freshman year. I was drawn to how data science has numerous applications in many fields, including education which I have a passion for. After earning my bachelor’s degree, I hope to work as a data analyst while completing a master’s in data science. My long-term goal is to become a data scientist in the education technology space. I want to build tools that make learning more personalized and accessible, especially for students who struggle in traditional systems. I’ve experienced firsthand how resources and transform one’s trajectory, and I want to help create that change for others. As I advance in my career, I also hope to serve as a mentor for young women through programs like Girls Who Code, which played a major role in shaping my passion for technology. I want to help other girls see themselves in tech and contribute to our future. If I could start my own charity, my mission would be to provide personalized education and resources for students who struggle in traditional systems. Volunteers would reach out to organizations to provide free school supplies and distribute them to students and their families. Volunteers would also learn how to deal with students (such as those with ADHD, Dyslexia, and Autism) and help tutor them with their work. Lastly, my volunteers and I would reach out to parents to teach them how to help their student(s). Ultimately, My passion for both tech and education has shaped me to be someone who chases innovation while prioritizing the people I serve. For my future plans, I want to study data science and machine learning so I can work as a data scientist in the educational technology field that works on incorporating learning paths that adapt to a student’s strengths and needs. My purpose is to create tools that support students and increase their confidence in learning, not diminish it. I believe that with equitable access to personalized education, more students can reach their potential without being defined by the limitations of traditional classrooms.

I’ve always been glued to my phone. From funny YouTube videos to Roblox, my screen time controlled my life. I would stay up past midnight, skip meals, and miss out on time with my family. My beloved crochet supplies and books gradually collected dust. Compared to the life that leaped from my screen, it was hard to concentrate on the dullness of my own reality. At the time I didn’t realize how much of my life I was trading for instant gratification or immediate pleasure, until one book made me question my values. One day, on my way to a meeting, I decided to read a book I was recently given: Likes vs Legacy by Mike Smith. While reading, I came across the question, “How do I feel about the fact that I spend thousands of hours (over the course of my life) on my phone?” At first, I was ashamed. I reminisced on the times I would wallow for hours in bed, telling myself, “just five more minutes on TikTok” or the times “next episode” on Netflix turned into ten. I thought about all the goals I would abandon working on after a few weeks because I couldn’t risk parting from my phone to develop new habits. Instead of ignoring the problem, I became curious. I wondered, Why was I so drawn to my screen, even though it just left me tired and unmotivated? That curiosity led me to experiment. I would search online for ways to lower my screen time and keep track of my progress in a notebook. Ultimately, I decided that instead of just mindlessly consuming technology, I would strive to use it for more intentional reasons, like learning a new skill or watching things I actually enjoyed, instead of things I only watched to pass time. Through trial and error that lasted many months, I discovered how to set boundaries with my phone. It became much easier to follow the time limits I set for myself and to know when it was screen time vs work or reading time. By being able to stick to the goal of spending less time on my phone, I learned how to stick with my other goals. Although sometimes I experience setbacks that trigger my old habits, I can now pull myself back quickly. My time feels more intentional, and I’ve rediscovered joy in the things I once neglected. Moving forward, I want to continue making tools and spaces that bring out the human connection and creativity in technology, allowing everyone to learn, connect, and create together. After high school, I plan to study data science and machine learning so I can work as a data scientist in the educational technology field that works on incorporating learning paths that adapt to a student’s strengths and needs. My purpose is to create tools that support students in all types of skills that help them reach their goals. When I was seven, my iPad felt like the most exciting thing in the world. Now, I know that there are much more exciting things. Like the plot twist in a new book, or crocheting that stuffed animal I saw on Pinterest. My journey taught me that the path to success is not linear. Sometimes it’s one step forward, two steps back. But self-improvement isn’t about perfection, it’s about persistence. And I am determined to keep asking questions to uncover more of what I am capable of.

Growing up in a Nigerian household that placed an importance in education, I’ve learned how much education opens doors for students and generations that follow. However, I also saw how in our current K-12 education system, there is still room for tools for personalized learning. These experiences shaped my passion for using technology to work towards educational equity. My goal is to create tools that help students learn, regardless of their learning needs or preferences. Academically, I have always challenged myself to grow. I am a two‑time Dean’s List honoree at Houston City College, a three‑time Fort Bend ISD Academic Excellence Award recipient, and a Winner of the NCWIT Aspirations in Computing Award – Greater Houston chapter. My passion for learning extends beyond the classroom; as Co‑Captain of the Academic Decathlon team, I mentored more than twenty peers, created study resources, and helped raise team scores. I also placed second in the Willowridge High School Science Fair for my project: an app that helps students with ADHD study for the STAAR test that included aids proven to improve focus. These accomplishments reflect my dedication to academic excellence and inclusive learning. In addition to academics, service has been a defining part of my high school experience. As a virtual math tutor at Learn to Be, a non-profit tutoring organization, I supported middle school students in underserved communities by hosting weekly sessions and communicating progress with parents. Through PALS, I mentored elementary students, helping them build confidence and personal growth skills. As a National Honor Society member, I participated in food drives, assisted with events in my school district, and guided incoming freshmen during orientation. These experiences taught me that leaders grow in their craft through experience as well as benevolence. To achieve my goal of creating learning technology, I plan to earn a bachelor’s degree in statistics and data science at The University of Texas at Austin, followed by a master’s degree in data science. I hope to become a data scientist who uses analytical tools to solve complex problems and create meaningful change. I am especially interested in using data to improve educational equity, community resources, and access to technology, issues that have shaped my own life. I am applying for this scholarship because financial support is essential for me to pursue higher education. As the eldest of four kids, college expenses are a significant challenge. Unfortunately, my family and I plan to fully finance my education through various loans. Receiving this scholarship would reduce the financial burden on my family and allow me to focus on my studies, research opportunities, and leadership development. These funds would directly support tuition, helping me move toward my goal of graduating with little to no debt. I believe I should be considered for this scholarship because I have shown academic excellence, leadership, service, and resilience. I have worked hard to uplift my school and community, and I am committed to using my education to make a broader impact. This scholarship wouldn’t just support me, it would be an investment in a student who is determined to give back and lead with purpose.

I’ve always been glued to my phone. From funny YouTube videos to Roblox, my screen time controlled my life. I would stay up past midnight, skip meals, and miss out on time with my family. My beloved crochet supplies and books gradually collected dust. Compared to the life that leaped from my screen, it was hard to concentrate on the dullness of my own reality. At the time I didn’t realize how much of my life I was trading for instant gratification, until one book made me question my values. One day, on my way to a meeting, I decided to read a book I was recently given: Likes vs Legacy by Mike Smith. While reading, I came across the question, “How do I feel about the fact that I spend thousands of hours (over the course of my life) on my phone?” At first, I shamed myself. All the times I would wallow for hours in bed, telling myself, “just five more minutes on TikTok” or the times “next episode” turned into ten. Then, I became curious. I wanted to know why it was so appealing to me to spend so much time on an activity that made me tired and unmotivated to embark on other pursuits. Instead of simply consuming technology, I set my mind to use it to learn and create. The first time I put my phone down, to create a navigation bar for a website, I felt incredibly fulfilled. To me, creating and learning new things, whether it was learning a new programming language or crocheting my first clothing item, brought me more joy than countless hours of scrolling. Soon I began to create websites and data visualization projects using YouTube videos and online courses. As I learned how to create with technology, I also began to see how it can be used to connect people. When I became president of my school’s Girls Who Code club, I was unsure how to lead a room of students with different skill levels. Using resources online, I learned how to create lessons that allowed students, from beginner to advanced, to learn alongside and with each other. The next year, I led our chapter to host a school-wide Python competition. After the competition, many students felt inspired to continue their coding journeys and looked forward to next year. That same desire shaped my work in my district’s Student Voice Advisory Network, where I led the Public Relations committee to promote our annual leadership summit. We didn’t just advertise our event, we built a shared message. Through social media we created a space that inspired students to become leaders at their school and in their lives. For me, it proved that technology can not only bring people together, but also amplify voices and create change. Technology used to distract me from life; now it helps me to enrich and touch the lives of others. I’ve learned that it’s not the screen in your hand, but how you choose to use it. It’s taught me how to be curious and take control of how I spend my time. Moving forward, I want to continue making tools and spaces that bring out the human connection and creativity in technology, allowing everyone to learn, connect, and create together.