Public education emerged from the idea that “political stability and social harmony depended on education: a basic level of literacy and the inculcation of common public ideals” (“Horace Mann” (1796-1859), pbs.org, 1972). To promote “common public ideals”, a citizen must care about the “common” good of the people around them. I feel today’s public education system misses the mark. Public education seems to focus almost exclusively on standardized testing, leaving little room to teach students how to positively contribute to the world around them. I plan to become an elementary school teacher because I believe that public education’s disproportionate focus on standardized testing rather than student understanding and creativity robs students of fun, engaging opportunities to see their personal capacity to contribute to the world. This may help explain why “[i]n a nationwide survey of 21,678 U.S. high school students, researchers found that nearly 75% of the students’ self-reported feelings related to school were negative” (“National survey: Students’ feelings about high school are mostly negative” news.yale.edu, 2020). Students of all ages should know that they can affect change. I believe most students have unexpressed enthusiasm and drive. I know I do. I aspire to become a teacher because I want to promote self-assurance, intrinsic motivation, and kindness in my students. I want their success (and, by extension, mine) to be measured by traditional (e.g., reading, math, and science) and non-traditional (e.g., confidence, generosity, and empathy) metrics. Later in my career, I aim to open a K-12 school with these same values at its core. Like all schools, the mission will be to produce well-rounded, prepared students. The distinction will lie in an emphasis on both emotional and academic metrics. For example, service learning will be a hallmark of every student’s portfolio so they may care for others and the world around them. I believe students’ excitement for their education will improve when they see the real-world application of their studies through community outreach projects and experiences. I want to pursue a career in teaching to prepare students to engage in society with empathy and excellence. I witnessed the enhanced value of empathy and service in my sophomore year of high school when I served as a digital media intern at my church. I assisted the production crew and created digital media tools to post on the church’s social media accounts. I gained so much from participating with peers and adult leaders, serving my community, and hearing feedback on how our work helped us stay connected. While my job was behind the scenes, the impact was front and center. People needed the content we produced to feel the music and message. As interns, we needed to be a part of something bigger than ourselves. Service took on a new meaning for me. I realized it is a two-way street; when you give with no expectation of return, you reap the important but hidden rewards of humility and joy. Leadership, even unassumed, is impactful. Through this and many other experiences I have been inspired to teach students traditional class content with rigor and excellence, as well as personal content of kindness, charity, and diligence. All are shaping me, and I hope to shape the next generation into whole, productive, serving citizens.

Public education emerged from the idea that “political stability and social harmony depended on education: a basic level of literacy and the inculcation of common public ideals” (“Horace Mann” (1796-1859), pbs.org, 1972). To promote “common public ideals”, a citizen must care about the “common” good of the people around them. I feel today’s public education system misses the mark. Public education seems to focus almost exclusively on standardized testing, leaving little room to teach students how to positively contribute to the world around them. I plan to become an elementary school teacher because I believe that public education’s disproportionate focus on standardized testing rather than student understanding and creativity robs students of fun, engaging opportunities to see their personal capacity to contribute to the world. This may help explain why “[i]n a nationwide survey of 21,678 U.S. high school students, researchers found that nearly 75% of the students’ self-reported feelings related to school were negative” (“National survey: Students’ feelings about high school are mostly negative” news.yale.edu, 2020). Students of all ages should know that they can affect change. I believe most students have unexpressed enthusiasm and drive. I know I do. I aspire to become a teacher because I want to promote self-assurance, intrinsic motivation, and kindness in my students. I want their success (and, by extension, mine) to be measured by traditional (e.g., reading, math, and science) and non-traditional (e.g., confidence, generosity, and empathy) metrics. Later in my career, I aim to open a K-12 school with these same values at its core. Like all schools, the mission will be to produce well-rounded, prepared students. The distinction will lie in an emphasis on both emotional and academic metrics. For example, service learning will be a hallmark of every student’s portfolio so they may care for others and the world around them. I believe students’ excitement for their education will improve when they see the real-world application of their studies through community outreach projects and experiences. I want to pursue a career in teaching to prepare students to engage in society with empathy and excellence. Because of my strong education, ethical business practices, and motivation to continue my family’s legacy, I will be able to help this generation of teachers create the next generation of innovators. I aspire to teach students the traditional core content with rigor and excellence, as well as the personal core content of kindness, charity, and diligence. All are shaping me, and I hope to shape the my students into whole, productive, and empathetic citizens.

Public education emerged from the idea that “political stability and social harmony depended on education: a basic level of literacy and the inculcation of common public ideals” (“Horace Mann” (1796-1859), pbs.org, 1972). To promote “common public ideals”, a citizen must care about the “common” good of the people around them. I feel today’s public education system misses the mark. Public education seems to focus almost exclusively on standardized testing, leaving little room to teach students how to positively contribute to the world around them. I plan to become an elementary school teacher because I believe that public education’s disproportionate focus on standardized testing rather than student understanding and creativity robs students of fun, engaging opportunities to see their personal capacity to contribute to the world. This may help explain why “[i]n a nationwide survey of 21,678 U.S. high school students, researchers found that nearly 75% of the students’ self-reported feelings related to school were negative” (“National survey: Students’ feelings about high school are mostly negative” news.yale.edu, 2020). Students of all ages should know that they can affect change. I believe most students have unexpressed enthusiasm and drive. I know I do. I aspire to become a teacher because I want to promote self-assurance, intrinsic motivation, and kindness in my students. I want their success (and, by extension, mine) to be measured by traditional (e.g., reading, math, and science) and non-traditional (e.g., confidence, generosity, and empathy) metrics. Later in my career, I aim to open a K-12 school with these same values at its core. Like all schools, the mission will be to produce well-rounded, prepared students. The distinction will lie in an emphasis on both emotional and academic metrics. For example, service learning will be a hallmark of every student’s portfolio so they may care for others and the world around them. I believe students’ excitement for their education will improve when they see the real-world application of their studies through community outreach projects and experiences. I want to pursue a career in teaching to prepare students to engage in society with empathy and excellence. My entrepreneurial desire for a K-12 school comes from my family’s legacy of teaching and business. My maternal grandmother, who was an elementary school teacher, opened a nursery school at a time when women were nearly completely limited to the professions of nursing, teaching, and secretarial work. Additionally, my paternal great-grandfather was a farmer during the Great Depression and owned his land. He lived by the principle of giving to those in need. I want to teach as many children as possible to live by that same principle. As an entrepreneur, I hope to uphold this legacy of generosity in educating the next generation. I have and will have to sacrifice my time to become the most successful version of myself. I will succeed in teaching and entrepreneurship because of my strong education, ethical business practices, and motivation to continue my family’s legacy.

As a student, you often fail to notice when others view you as a leader. I first picked up a tennis racket in December of eighth grade. Three years later, I was named one of three captains on my high school varsity team. My junior year season was one of our school’s best. Our team made school history by advancing in regionals and I felt closer to my teammates than ever before. After the final game, our school held a spring sports ceremony where each player received a certificate and letter acknowledging participation. I was named Most Valuable Player. I was stunned. I intended to improve my performance and inspire my teammates. Leadership nor recognition were on my mind. My coach highlighted my perseverance and personal growth. She described me initially as quiet and lacking confidence but this year, outgoing and self-assured. She said what stood out to her was my ability to control my emotions, win or lose, after every game, and that I encouraged my teammates, uplifted them whenever possible, and redirected them when necessary. She taught me that I had strength that I was unaware of. I learned that by demonstrating my commitment to grow personally and as an athlete, I was quietly and unintentionally recognized for leading others. With this scholarship, I plan to fund the next step toward my career as an educator. I want to become a teacher to provide my students with a well-rounded education that emphasizes empathy and service, as well as traditional subjects such as reading, writing, and mathematics. I witnessed the enhanced value of empathy and service in my sophomore year of high school when I served as a digital media intern at my church. I assisted the production crew and created digital media tools to post on the church’s social media accounts. I gained so much from participating with peers and adult leaders, serving my church community, and hearing feedback on how our work helped us stay connected. While my job was behind the scenes, the impact was front and center. People needed the content we produced. They needed the light and sound cues to feel the music and the message. As interns, we needed to be a part of something bigger than ourselves. Service took on a new meaning for me. I realized service is a two-way street; when you give with no expectation of return, you reap the important but hidden rewards of humility and joy. Leadership, even unassumed and unanticipated, is impactful. I learned that by focusing on personal excellence as defined by improvement, empathy, service, and joy, I instinctively lead others. I aspire to teach students the traditional core content with rigor and excellence, as well as the personal core content of kindness, charity, and diligence. All are shaping me, and I hope to shape the next generation into whole, productive, serving citizens.

A distinctly unanticipated leadership experience occurred when I volunteered as a Children’s Team Leader at my local church. My family and I have attended this church since I was a toddler. Each of us has been or is actively involved in this church community at some point in time. After a brief period of orientation and service, I was asked to take on additional responsibilities. I moved from solely offering help to making decisions, planning, and managing the program in my room. I learned to be patient and act with kindness. I also polished my organizational skills. My co-workers helped me realize how valued I was as a leader even though I was a high school student. On one occasion, one of the adult co-leaders asked if I was going to serve that day. When I confirmed that I was, she seemed relieved, stating, “You really know what to do in our classroom”. Working with children and a team of dedicated, caring volunteers allowed me to grow my confidence and experience what a teaching career might be like. With this scholarship, I plan to fund the next step toward my career as an educator. I want to become a teacher to provide my students with a well-rounded education that emphasizes empathy and service, as well as traditional subjects such as reading, writing, and mathematics. I witnessed the enhanced value of empathy and service in my sophomore year of high school when I served as a digital media intern at my church. I assisted the production crew and created digital media tools to post on the church’s social media accounts. I gained so much from participating with peers and adult leaders, serving my church community, and hearing feedback on how our work helped us stay connected. While my job was behind the scenes, the impact was front and center. People needed the content we produced. They needed the light and sound cues to feel the music and the message. As interns, we needed to be a part of something bigger than ourselves. Service took on a new meaning for me. I realized service is a two-way street; when you give with no expectation of return, you reap the important but hidden rewards of humility and joy. Leadership, even unassumed and unanticipated, is impactful. I learned that by focusing on personal excellence as defined by empathy, service, and joy, I instinctively lead others. I aspire to teach students the traditional core content with rigor and excellence, as well as the personal core content of kindness, charity, and diligence. All are shaping me, and I hope to shape the next generation into whole, productive, serving citizens.

A distinctly unanticipated leadership experience occurred when I volunteered as a Children’s Team Leader at my local church. My family and I have attended this church since I was a toddler. Each of us has been or is actively involved in this church community at some point in time. After a brief period of orientation and service, I was asked to take on additional responsibilities. I moved from solely offering help to making decisions, planning, and managing the program in my room. I learned to be patient and act with kindness. I also polished my organizational skills. My co-workers helped me realize how valued I was as a leader even though I was a high school student. On one occasion, one of the adult co-leaders asked if I was going to serve that day. When I confirmed that I was, she seemed relieved, stating, “You really know what to do in our classroom”. Working with children and a team of dedicated, caring volunteers allowed me to grow my confidence and experience what a teaching career might be like. With this scholarship, I plan to fund the next step toward my career as an educator. I want to become a teacher to provide my students with a well-rounded education that emphasizes empathy and service, as well as traditional subjects such as reading, writing, and mathematics. I witnessed the enhanced value of empathy and service in my sophomore year of high school when I served as a digital media intern at my church. I assisted the production crew and created digital media tools to post on the church’s social media accounts. I gained so much from participating with peers and adult leaders, serving my church community, and hearing feedback on how our work helped us stay connected. While my job was behind the scenes, the impact was front and center. People needed the content we produced. They needed the light and sound cues to feel the music and the message. As interns, we needed to be a part of something bigger than ourselves. Service took on a new meaning for me. I realized service is a two-way street; when you give with no expectation of return, you reap the important but hidden rewards of humility and joy. Leadership, even unassumed and unanticipated, is impactful. I learned that by focusing on personal excellence as defined by empathy, service, and joy, I instinctively lead others. I aspire to teach students the traditional core content with rigor and excellence, as well as the personal core content of kindness, charity, and diligence. All are shaping me, and I hope to shape the next generation into whole, productive, serving citizens.

As a student, you often fail to notice when others view you as a leader. I have had two recent and distinct unanticipated leadership experiences – one as a student-athlete and one as a community volunteer. I first picked up a tennis racket in December of eighth grade. Three years later, I was named one of three captains on my high school varsity team. My junior year season was one of our school’s best. Our team made school history by advancing in regionals and I felt closer to my teammates than ever before. After the final game, our school held a spring sports ceremony where each player received a certificate and letter acknowledging participation. I was named Most Valuable Player. I was stunned. I intended to improve my performance and inspire my teammates. Leadership nor recognition were on my mind. My coach highlighted my perseverance and personal growth. She described me initially as quiet and lacking confidence but this year, outgoing and self-assured. She said what stood out to her was my ability to control my emotions, win or lose, after every game, and that I encouraged my teammates, uplifted them whenever possible, and redirected them when necessary. I learned that by demonstrating my commitment to grow personally and as an athlete, I was quietly and unintentionally recognized for leading others. My second leadership moment occurred at my local church where I volunteered as a Children’s Team Leader. After a brief period of orientation and service, I was asked to take on additional responsibilities. I moved from solely offering help to making decisions, planning, and managing my room's schedule. I learned to be patient and exude kindness while polishing my organizational skills. My co-workers showed me how valued I was as a leader, though I was in high school. On one occasion, one of the adult co-leaders asked if I was serving that day. When I confirmed I was, she seemed relieved, stating, “You really know what to do in our classroom”. Working with children and a team of dedicated, caring volunteers allowed me to grow my confidence and experience a taste of my future career. I want to teach to provide my students with a well-rounded education that balances emphasizing empathy and service with traditional subjects such as reading, writing, and mathematics. I witnessed the value of empathy and service in my sophomore year of high school when I served as a digital media intern at my church. I assisted the production crew and created digital media tools to post on the church’s social media accounts. I gained so much from participating with peers and adult leaders, serving my church community, and hearing feedback on how our work helped us stay connected. While my job was behind the scenes, the impact was front and center. People needed the content we produced. They needed the light and sound cues to feel the music and the message. As interns, we got to be part of something bigger than ourselves. Service took on a new meaning for me. I realized service is a two-way street; when you give with no expectation of return, you reap the important but hidden rewards of humility and happiness. Leadership, even unassumed and unanticipated, is impactful. I learned that by focusing on personal excellence as defined by improvement, empathy, service, and joy, I instinctively lead others. I aspire to teach students the traditional core content with rigor and excellence, as well as personal core content of kindness, charity, and diligence. All are shaping me, and I hope to shape the next generation into whole, intelligent, serving citizens.

Public education emerged from the idea that “political stability and social harmony depended on education: a basic level of literacy and the inculcation of common public ideals” (“Horace Mann” (1796-1859), pbs.org, 1972). To promote “common public ideals”, a citizen must care about the “common” good of the people around them. I feel today’s public education system misses the mark. Public education seems to focus almost exclusively on standardized testing, leaving little room to teach students how to positively contribute to the world around them. I plan to become an elementary school teacher because I believe that public education’s disproportionate focus on standardized testing rather than student understanding and creativity robs students of fun, engaging opportunities to see their personal capacity to contribute to the world. This may help explain why “[i]n a nationwide survey of 21,678 U.S. high school students, researchers found that nearly 75% of the students’ self-reported feelings related to school were negative” (“National survey: Students’ feelings about high school are mostly negative” news.yale.edu, 2020). Students of all ages should know that they can affect change. I believe most students have unexpressed enthusiasm and drive. I know I do. I aspire to become a teacher because I want to promote self-assurance, intrinsic motivation, and kindness in my students. I want their success (and, by extension, mine) to be measured by traditional (e.g., reading, math, and science) and non-traditional (e.g., confidence, generosity, and empathy) metrics. Later in my career, I aim to open a K-12 school with these same values at its core. Like all schools, the mission will be to produce well-rounded, prepared students. The distinction will lie in an emphasis on both emotional and academic metrics. For example, service learning will be a hallmark of every student’s portfolio so they may care for others and the world around them. I believe students’ excitement for their education will improve when they see the real-world application of their studies through community outreach projects and experiences. I want to pursue a career in teaching to prepare students to engage in society with empathy and excellence. My entrepreneurial desire for a K-12 school comes from my family’s legacy of teaching and business. My maternal grandmother, who was an elementary school teacher, opened a nursery school at a time when women were nearly completely limited to the professions of nursing, teaching, and secretarial work. Additionally, my paternal great-grandfather was a farmer during the Great Depression and owned his land. He lived by the principle of giving to those in need. I want to teach as many children as I can to live by that same principle. As an entrepreneur, I hope to uphold this legacy of generosity in educating the next generation. I have and will have to sacrifice my time to become the most successful version of myself. I will succeed in my endeavors because of my strong education, ethical business practices, and motivation to continue my family’s legacy.

Public education emerged from the idea that “political stability and social harmony depended on education: a basic level of literacy and the inculcation of common public ideals” (“Horace Mann” (1796-1859), pbs.org, 1972). To promote “common public ideals”, a citizen must care about the “common” good of the people around them. I feel today’s public education system misses the mark. Public education seems to focus almost exclusively on standardized testing, leaving little room to teach students how to positively contribute to the world around them. I plan to study elementary education in college because I believe that public education’s disproportionate focus on standardized testing rather than student understanding and creativity robs students of fun, engaging opportunities to see their personal capacity to contribute to the world. This may help explain why “[i]n a nationwide survey of 21,678 U.S. high school students, researchers found that nearly 75% of the students’ self-reported feelings related to school were negative” (“National survey: Students’ feelings about high school are mostly negative” news.yale.edu, 2020). Students of all ages should know that they can affect change. I believe most students have unexpressed enthusiasm and drive. I know I do. As an educator, I want to promote self-assurance, intrinsic motivation, and kindness in my students. I want their success (and, by extension, mine) to be measured by traditional (e.g., reading, math, and science) and non-traditional (e.g., confidence, generosity, and empathy) metrics. Later in my career, I aim to open a K-12 school with these same values at its core. Like all schools, the mission will be to produce well-rounded, prepared students. The distinction will lie in an emphasis on both emotional and academic metrics. For example, service learning will be a hallmark of every student’s portfolio so they may care for others and the world around them. I believe students’ excitement for their education will improve when they see the real-world application of their studies through community outreach projects and experiences. I want to pursue a career in teaching to prepare students to engage in society with empathy and excellence. My desire to open a K-12 school comes from my family’s legacy of teaching and business. My maternal grandmother, who was an elementary school teacher, opened a nursery school at a time when women were nearly completely limited to the professions of nursing, teaching, and secretarial work. Additionally, my paternal great-grandfather was a farmer during the Great Depression and owned his land. He lived by the principle of giving to those in need. I want to teach as many children as I can to live by that same principle. My drive to teach comes from my hope to uphold this legacy of generosity in educating the next generation. I will be successful because of my strong education, ethical business practices, and motivation to continue my family’s legacy.

Public education emerged from the idea that “political stability and social harmony depended on education: a basic level of literacy and the inculcation of common public ideals” (“Horace Mann” (1796-1859), pbs.org, 1972). To promote “common public ideals”, a citizen must care about the “common” good of the people around them. I feel today’s public education system misses the mark. Public education seems to focus almost exclusively on standardized testing, leaving little room to teach students how to positively contribute to the world around them. I plan to study elementary education in college because I believe that public education’s disproportionate focus on standardized testing rather than student understanding and creativity robs students of fun, engaging opportunities to see their personal capacity to contribute to the world. This may help explain why “[i]n a nationwide survey of 21,678 U.S. high school students, researchers found that nearly 75% of the students’ self-reported feelings related to school were negative” (“National survey: Students’ feelings about high school are mostly negative” news.yale.edu, 2020). Students of all ages should know that they can affect change. I believe most students have unexpressed enthusiasm and drive. I know I do. As an educator, I want to promote self-assurance, intrinsic motivation, and kindness in my students. I want their success (and, by extension, mine) to be measured by traditional (e.g., reading, math, and science) and non-traditional (e.g., confidence, generosity, and empathy) metrics. Later in my career, I aim to open a K-12 school with these same values at its core. Like all schools, the mission will be to produce well-rounded, prepared students. The distinction will lie in an emphasis on both emotional and academic metrics. For example, service learning will be a hallmark of every student’s portfolio so they may care for others and the world around them. I believe students’ excitement for their education will improve when they see the real-world application of their studies through community outreach projects and experiences. I want to pursue a career in teaching to prepare students to engage in society with empathy and excellence. My entrepreneurial desire for a K-12 school comes from my family’s legacy of teaching and business. My maternal grandmother, who was an elementary school teacher, opened a nursery school at a time when women were nearly completely limited to the professions of nursing, teaching, and secretarial work. Additionally, my paternal great-grandfather was a farmer during the Great Depression and owned his land. He lived by the principle of giving to those in need. I want to teach as many children as I can to live by that same principle. As an entrepreneur, I hope to uphold this legacy of generosity in educating the next generation. I will be successful in making a substantial positive impact on the world because of my strong educational background, ethical business practices, and motivation to continue my family’s legacy.

Public education emerged from the idea that “political stability and social harmony depended on education: a basic level of literacy and the inculcation of common public ideals” (“Horace Mann” (1796-1859), pbs.org, 1972). To promote “common public ideals”, a citizen must care about the “common” good of the people around them. I feel today’s public education system misses the mark. Public education seems to focus almost exclusively on standardized testing, leaving little room to teach students how to positively contribute to the world around them. I plan to study elementary education in college because I believe that public education’s disproportionate focus on standardized testing rather than student understanding and creativity robs students of fun, engaging opportunities to see their personal capacity to contribute to the world. This may help explain why “[i]n a nationwide survey of 21,678 U.S. high school students, researchers found that nearly 75% of the students’ self-reported feelings related to school were negative” (“National survey: Students’ feelings about high school are mostly negative” news.yale.edu, 2020). Students of all ages should know that they can affect change. I believe most students have unexpressed enthusiasm and drive. I know I do. As an educator, I want to promote self-assurance, intrinsic motivation, and kindness in my students. I want their success (and, by extension, mine) to be measured by traditional (e.g., reading, math, and science) and non-traditional (e.g., confidence, generosity, and empathy) metrics. Later in my career, I aim to open a K-12 school with these same values at its core. Like all schools, the mission will be to produce well-rounded, prepared students. The distinction will lie in an emphasis on both emotional and academic metrics. For example, service learning will be a hallmark of every student’s portfolio so they may care for others and the world around them. I believe students’ excitement for their education will improve when they see the real-world application of their studies through community outreach projects and experiences. I want to pursue a career in teaching to prepare students to engage in society with empathy and excellence. My desire to open a K-12 school comes from my family’s legacy of teaching and business. My maternal grandmother, who was an elementary school teacher, opened a nursery school at a time when women were nearly completely limited to the professions of nursing, teaching, and secretarial work. Additionally, my paternal great-grandfather was a farmer during the Great Depression and owned his land. He lived by the principle of giving to those in need. I want to teach as many children as I can to live by that same principle. My drive to teach comes from my hope to uphold this legacy of generosity in educating the next generation. I will be successful because of my strong education, ethical business practices, and motivation to continue my family’s legacy.

Public education emerged from the idea that “political stability and social harmony depended on education: a basic level of literacy and the inculcation of common public ideals” (“Horace Mann” (1796-1859), pbs.org, 1972). To promote “common public ideals”, a citizen must care about the “common” good of the people around them. I feel today’s public education system misses the mark. Public education seems to focus almost exclusively on standardized testing, leaving little room to teach students how to positively contribute to the world around them. I plan to study elementary education in college because I believe that public education’s disproportionate focus on standardized testing rather than student understanding and creativity robs students of fun, engaging opportunities to see their personal capacity to contribute to the world. This may help explain why “[i]n a nationwide survey of 21,678 U.S. high school students, researchers found that nearly 75% of the students’ self-reported feelings related to school were negative” (“National survey: Students’ feelings about high school are mostly negative” news.yale.edu, 2020). Students of all ages should know that they can affect change. I believe most students have unexpressed enthusiasm and drive. I know I do. As an educator, I want to promote self-assurance, intrinsic motivation, and kindness in my students. I want their success (and, by extension, mine) to be measured by traditional (e.g., reading, math, and science) and non-traditional (e.g., confidence, generosity, and empathy) metrics. Later in my career, I aim to open a K-12 school with these same values at its core. Like all schools, the mission will be to produce well-rounded, prepared students. The distinction will lie in an emphasis on both emotional and academic metrics. For example, service learning will be a hallmark of every student’s portfolio so they may care for others and the world around them. I believe students’ excitement for their education will improve when they see the real-world application of their studies through community outreach projects and experiences. I want to pursue a career in teaching to prepare students to engage in society with empathy and excellence. My entrepreneurial desire for a K-12 school comes from my family’s legacy of teaching and business. My maternal grandmother, who was an elementary school teacher, opened a nursery school at a time when women were nearly completely limited to the professions of nursing, teaching, and secretarial work. Additionally, my paternal great-grandfather was a farmer during the Great Depression and owned his land. He lived by the principle of giving to those in need. I want to teach as many children as I can to live by that same principle. As an entrepreneur, I hope to uphold this legacy of generosity in educating the next generation. I will be successful where others fail because of my strong education, ethical business practices, and motivation to continue my family’s legacy.