Urban Report

Inner City Education

Three Angels Broadcasting Network

Program transcript

Participants: Yvonne Lewis (Host), Dr. Marco Clark


Series Code: UBR

Program Code: UBR000073

00:01 One of my all time favorite interviews
00:02 for Urban Report is live in the studio today.
00:06 Stay tuned to meet him.
00:07 My name is Yvonne Lewis
00:08 and you're watching Urban Report.
00:32 Hello and welcome to Urban Report.
00:35 My guest today is Dr. Marco Clark,
00:37 founder and CEO of the Richard Wright Public Charter School
00:41 for Journalism and Media Arts in Washington, D.C.
00:45 Welcome, Dr. Clark. Hi, hello.
00:48 You know you were here before via Skype
00:54 and our viewers got to hear some of your journey
00:58 but for those who didn't watch it and I encourage you,
01:02 if you did not see that first interview with Dr. Marco Clark
01:06 you need to get that,
01:08 go order it, check it out, show it to your young people,
01:12 your children, your youth group,
01:14 it's a powerful testimony.
01:17 Can you just give us, just a little bit of your journey
01:21 so that people will understand
01:23 why you are one of my favorite interviewers?
01:26 Well, thanks for saying that but one of the things
01:29 that I encounter is that at 11 years old I was told
01:31 that I was functionally illiterate
01:33 by guidance counselor.
01:35 I had no idea what functionally illiteracy was when,
01:38 she called me into the office,
01:39 I actually thought I had done something great,
01:41 I mean the word functionally illiteracy was a large word
01:45 and you know, you were calling me to the office,
01:47 I just knew it was something positive
01:49 until my mom came to the school
01:51 and I saw this crazy look on her face
01:54 that I had never seen before
01:55 and I started to play through my mind like any other child.
01:59 What did I do wrong?
02:00 Did I do something that cause mom
02:02 to really get out of source with me
02:04 and it wasn't that at all.
02:06 She didn't have a answer for me which was interesting.
02:10 My mom was one of those individuals who could talk
02:12 until the night comes and night comes again
02:15 but she didn't have a answer for me.
02:17 So my journey led me with that label,
02:21 after I found out exactly what it was.
02:23 It led me into a life of negativity.
02:26 I began to be on those street corners,
02:29 I stole cars, I didn't do well in school.
02:33 It caused me to actually graduate
02:35 from high school with a 1.6 grade average.
02:38 I spent five years in high school instead of four
02:41 and I scoured 480 on SAT and you know they only,
02:45 they give you 200 points side of your name you know
02:48 and with that journey I even was rejected
02:52 to over 150 colleges and universities.
02:55 That one label did something to my life
02:59 and it wasn't until I got to college
03:01 and met a professor Dr. Johnny L Wilson
03:04 at Clark Atlanta University,
03:05 who is my hero that really told me that all of the issues
03:09 I ever encountered and the reason
03:11 I was called functional illiterate
03:12 was because I had a issue with reading.
03:14 I had a issue with reading comprehension
03:17 and with that I pretty much was ready
03:20 to give up even with college.
03:22 You know, if it wasn't for this particular gentleman
03:25 and the dean who opened a door
03:27 that allowed me to even come into the university
03:30 to give me an opportunity to see if I could change my life.
03:33 Imagine what I would've become without them.
03:35 Isn't that-- isn't it amazing how a label
03:39 can change the trajectory of your life
03:41 because prior to that, you know, you're thinking
03:45 you know, you got it all together,
03:46 you're just as fun, happy go lucky kid
03:49 and then you find out
03:50 that you're a "functional illiterate"
03:53 and your whole life changes.
03:56 It crumbled.
03:57 In the fifth grade I actually won the Spelling Bee.
04:01 So you're talking to a kid that really always loved words
04:05 and many times people don't recognize that,
04:09 folks, you know, can really love words
04:11 and understand how to define them and spell them
04:13 but the comprehension is the challenge
04:16 that most of our kids are facing with today.
04:18 And we don't do a very good job
04:19 of addressing that comprehension level.
04:21 And so when you think about it,
04:23 here I was in a fifth grade becoming a Spelling Bee winner
04:27 and in the sixth grade, in 11 years
04:28 I was told I was functionally illiterate.
04:31 That just damaged my whole premise
04:33 on what I thought education was about
04:35 and why would I want to move forward
04:38 to do something positive academically.
04:40 And so you went from being Spelling Bee champ
04:45 to the "functional illiterate"
04:47 who then began to live out the label.
04:50 Exactly.
04:51 And so you in college, someone turned you around this whole--
04:56 and you know, of course as we always talk about
04:58 on Dare to Dream, God had a plan for you.
05:00 God had a plan for me.
05:01 'Cause look at what you're doing now.
05:03 Tell us how you got out from the label
05:06 and into where you are now?
05:08 Dr. Wilson made me have a tutor for every class that I was in.
05:14 So if you could imagine here I was on a campus
05:17 and everything was going on,
05:18 I had a great time more in the campus
05:20 and I was having to still ditch my friends
05:23 in order to go have a tutor.
05:25 So I never let my friends know
05:27 that I actually had tutors for every class that I was in.
05:30 And the reading aspect came about that I recognized that
05:34 you know, if I could just learn how to take large passages
05:37 and chunk them and begin to write notes
05:39 that I will understand the work.
05:41 And so when I went to class I was so excited
05:44 because I got the work, I had the energy
05:47 and this gentleman had taught me something
05:49 that I didn't know and it was--
05:51 I went from graduating from high school with 1.6
05:54 to graduating from undergraduate with a 3.3
05:57 to graduating with the Master's degree with the 3.6
06:01 and getting a Doctorate degree with a 3.9 GPA.
06:04 Oh, come on now.
06:05 God was really in my corner pushing me along
06:07 and show me that I could overcome
06:09 that label but I had no idea.
06:11 Yes, yes, and that's why what you're doing now
06:15 is so important because you've been there.
06:18 Tell us what you're doing now?
06:20 What are you doing?
06:21 Currently, I serve as the founder
06:23 and CEO of Richard Wright Public Charter School
06:26 for Journalism and Media Arts in Washington, D.C.
06:29 and the premise of-- first of all Richard Wright
06:32 was a great writer in my opinion.
06:35 He had some controversial things but one of the things
06:37 he was very cautious about his community
06:39 and that's one of the things
06:41 that we serve some of the most challenging students
06:43 in the District of Columbia.
06:45 The second thing is that
06:46 if you could be a great reader with my idea.
06:50 If I could get you to read then I can get you to write.
06:53 And if I could get you to write
06:54 you will become a great journalist
06:56 and the journalist's requires you to do research
06:59 which goes into reading which then goes into writing.
07:02 So if you could become a great reader
07:04 you could become a great writer.
07:06 And if you could read and write
07:07 then somewhere along a line
07:09 you would have auteur peace that comes along with you
07:12 and you would be able to voice your opinions
07:14 and actually be a change agent for your community.
07:17 So we put it all together
07:19 and we have Richard Wright Public Charter School
07:21 for Journalism and Media Arts
07:23 where we can have a voice of change for our kids.
07:26 That is so incredible
07:28 'cause our kids are so desperately in need of change,
07:32 in need of higher education and quality education.
07:38 What do you think is at the root of the problems
07:42 that we are having educationally now?
07:45 I without a doubt first of all I believe that public school
07:49 as we've known it in the past is totally broken
07:53 and I've worked in this school around for over 20 years
07:57 and I've seen so many different things happen,
08:00 with bureaucratic policies,
08:03 things that are just not for kids.
08:05 I've seen our kids become pawns for other's gains
08:08 which is not what is intended to be.
08:10 The second thing is that I've watched our kids
08:13 come in three, four, five grade levels behind
08:16 by the time they get to high school
08:17 there is a major chance that they will not be able to go out
08:22 and become productive
08:23 because the bottom line is that our kids cannot read.
08:26 We have issues with reading
08:28 and that's why I'm so thankful for the work that you guys do
08:32 and that, you know, as a body that believes in Christ,
08:38 believes that we have a high being that we must do something
08:41 because the premise of all churches is reading.
08:44 The very foundation of the work we do deals with reading.
08:48 If you can't read and study the word
08:51 then how can you be productive?
08:53 And so therefore it drops right into the school systems
08:56 that we must change because listen,
08:58 people start thinking its just a school systems
09:00 that's gonna be affected
09:01 but if people grow up and gonna take it
09:03 to have generations of illiterate folks,
09:06 the church is going to crumble eventually
09:08 because eventually somebody has to move on
09:11 and new folks have to come in.
09:13 They have to be able to read in order to move it forward.
09:15 So it's our job to make sure
09:18 that we are doing what's necessary to move along.
09:21 That part of reading,
09:23 it will affect other assets of the community as well,
09:27 aspects of the community as well.
09:29 That, and that's, that-- reading you know,
09:32 remember that program Reading is Fundamental?
09:34 Yes. Reading is Fundamental.
09:36 If you can't read your whole life is just damaged.
09:41 If you are illiterate your whole life
09:44 is just not what it could be
09:46 because reading opens up new worlds for you.
09:49 And one of my concerns, Dr. Clark,
09:52 as I talk to young people around the country and stuff
09:55 is they can't, many of them can't read,
09:59 they can't speak properly, they can't write,
10:03 I mean, you get things that are written by kids
10:07 and you just want to go--
10:10 why didn't they learn how to write even a basic letter?
10:14 So it could really concerns me where we are
10:17 and that our kids don't have a burden to read
10:21 and what you are doing is you are stressing,
10:25 and your school is stressing the importance of reading.
10:29 If you can't read, you can't progress in life.
10:32 There is a notion that we have to really begin to understand,
10:36 we are gonna have to go back to training parents.
10:39 You know, the parents are playing a major issue
10:42 in the destruction of our communities.
10:45 And the reason I say that, not all parents,
10:47 clearly there are some great parents,
10:49 but there's not enough that are really entrenched
10:51 with the work of their young people,
10:53 the work of their children and nephews,
10:55 nieces and so on and so forth.
10:57 Reading starts at age zero.
11:00 When they sit in womb you have to begin to nurture their mind
11:03 so that when kids are of-- you know, out of the womb
11:07 and they are there and they are laughing and joking with you
11:09 so they can begin to, you know, love reading,
11:12 begin to take that into their hearts and minds
11:15 and begin to move forward.
11:17 But reading is that, people who can read don't commit crimes
11:21 because they have options.
11:24 Wow, that is deep. Now that's a deep thing.
11:27 Unless it's a white collar crime that's a whole thing.
11:33 Violent crimes usually, no, no, they don't
11:36 but that's absolutely true.
11:38 You know, if-- well, you said a few things,
11:41 number one, parental involvement.
11:44 So many times and I, I mean,
11:47 some people might get angry with me,
11:49 you might get over angry with me for saying this
11:51 but I just have to say it.
11:52 So many times we push everything onto the school
11:56 but what about at home?
11:58 What about reading?
11:59 Reading the Sabbath school lesson to your children,
12:01 reading church-- reading the Bible to your children,
12:05 taking your children to church
12:07 and letting them read the memory verse.
12:10 I mean things like that,
12:12 we could be doing from the outside,
12:14 reading in the womb, when my babies--
12:17 when I was having my kids, I read to them in the womb.
12:21 You know, they-- it gives them an appreciation for learning.
12:27 Things like going to the library, it's free.
12:30 They have story hours. Absolutely.
12:32 Take your young kids to the library.
12:33 There are things that we can do that can actually,
12:38 really help and foster
12:39 and encourage learning and reading.
12:43 So what you are saying is so critical.
12:46 I just believe that, you know,
12:48 the churches have to get involved,
12:50 the communities are gonna have to do more as well.
12:53 We recognize that there is a challenge
12:55 so I'm reaching out to all of my churches
12:57 in my area saying, host study hours.
12:59 Let's have you know, community study hours for kids.
13:03 You have educators that are in church,
13:05 have them come and work with our young people.
13:08 We have to do something to change what's going on
13:10 and people will need to recognize
13:12 the critical aspect of what's really going on.
13:15 The bigger part of what I see that is,
13:18 is there with the parents,
13:20 is that-- our kids, if they have parents around
13:22 they are not accountable to them.
13:24 One of the reasons I was not able to overcome,
13:27 my challenges is because I was accountable to my parents.
13:31 I was accountable regardless of what I did
13:33 even though I got in trouble
13:34 and I went out in the street and did certain things,
13:37 I still was accountable to my parents.
13:39 I would only do so much
13:41 and then I recognize I still had to be accountable to them,
13:44 our young people don't have that now.
13:46 So in order to really engage them
13:49 in my public charter school,
13:52 I have a relationship with the kids,
13:54 so if they have no accountability to anyone else
13:56 they have accountability to me.
13:58 And the differences is,
13:59 is that I will show up in their community,
14:02 I will go to their outside events
14:04 that they are involved in,
14:05 so that when they see me,
14:07 the negative things that they were going to do,
14:09 it changes at moment.
14:11 You know, you had kids that would curse around masseuse
14:14 but when they saw a masseuse
14:15 they immediately wanted to run away shy,
14:18 because they were accountable to that particular person.
14:21 That's how we have begin to do as a community
14:23 and begin to change
14:24 because we can't change these parents right now,
14:27 we can try to educate them and provide information
14:29 but the kids are who is going to lead the future.
14:32 That you know, it's so touching to me
14:34 that what you said is that,
14:39 if there is not someone in the home
14:41 for them to be accountable to,
14:43 you will represent that dad
14:47 and one of the things that is so critical
14:49 you had two parents to be accountable to.
14:52 Your dad who happened to be a preacher, right?
14:54 Yes, he is, absolute.
14:57 He was a very big man at that--
14:59 He was an advent.
15:01 So having a father in the home makes such a big difference.
15:07 Absolutely.
15:08 Our men have to step up to the play and parent these boys.
15:12 These boys are desperate for a father
15:16 and if the father is not there, if they can have a mentor,
15:21 someone that can, that they--
15:23 to whom they can be accountable,
15:24 that makes such a big difference.
15:26 I mean, it almost brings tears in my eyes
15:28 to know that you were telling your students,
15:30 I'll be that for you if you don't have it.
15:33 That's so tremendous.
15:35 I have so many children out there.
15:36 Yes, yes. That are not mine.
15:39 Yes.
15:40 That I support and really believe in.
15:43 I have paid for kids to tuition, to colleges,
15:46 that they've gone on to graduate
15:48 that I've paid out of my pocket for them to go
15:51 and become educated
15:52 and the way I see that we're going to change the communities
15:55 that we have to continue to do that.
15:56 I just, you know, I put it on the table all the time,
15:59 these parents have not done a great job whatsoever
16:03 and I'm very, very upset with them.
16:04 The men like you just stated they got men up
16:07 and do what's necessary to work with these young males.
16:11 These ladies, they have sons, they got to stop babying them
16:15 because they will stay in your house forever,
16:17 all right, they will stay there forever
16:19 and they will never be the man that God called them to be.
16:22 Absolutely.
16:23 And they won't understand the role of the man
16:27 because if mom always took care of them
16:30 then when they hook up with someone,
16:32 they're gonna be looking at her to be the provider,
16:34 that's not how God intended it to be.
16:37 That's not.
16:38 So, but a woman, I maintain this,
16:42 that a mother can do a great job with raising sons
16:46 but you need a man to teach a boy how to be a man.
16:50 Absolutely.
16:51 I can't teach my sons how to be men, but their dad could.
16:54 You know, what I mean?
16:55 So that's or mentors, someone to say
16:59 hey, I'm gonna help these boys along.
17:03 This is a critical, critical thing.
17:06 Our boys-- that's why they are joining gangs I think,
17:09 because they need that accountability
17:12 and moms are babying, you hit the nail on the head.
17:17 Babying the boys,
17:19 so that they have no clue about how to be a man.
17:21 And they will never grow up and do anything productive,
17:24 they will never do that.
17:26 And, you know, you're mentioning gangs a moment ago,
17:28 one of the things that I embrace gangs for,
17:31 not for the negativity but for the structure that they have
17:34 and the reason I say that the structure
17:35 is because they bring young people in,
17:37 they provide things that they need,
17:41 they nurture them, they give them opportunity
17:43 to be promoted in a position
17:46 and then they become leaders within that organization
17:50 and they've taught them the whole streamline
17:52 and many of us even as educators we turn our noses up
17:56 instead of embracing and learning
17:58 how we can take that energy in their structure.
18:01 Because they have a structure and it's based on reading
18:04 because they have to learn, they have to learn some things
18:06 and those same kids that will learn
18:08 and will read that information and be productive,
18:11 so we can take that energy that the gangs are getting
18:14 and we can put it in a positive spin
18:16 that work for the glory of God and work for our communities.
18:19 Yes, that is so true, so true.
18:23 If we look at the family structure
18:26 and make some changes with, you know, accountability,
18:30 make some changes with just getting our kids to study.
18:33 Turn off the television, turn off the video games, you know,
18:38 and give them some kind of incentive
18:41 to do better and to learn.
18:43 I think it could make such a big, big difference.
18:46 Our kids really want to do well
18:48 and I just say this with so much passion that I can't--
18:52 if I go back for a movement and I just tell you,
18:55 I live with that stigma being called
18:58 functional illiterate for 30 years.
19:01 The labels that we put on these young people
19:03 begin to push them to do negative, negative things.
19:07 The labels that we talk about
19:09 will hold fast with them for the next 30 years
19:13 or 40 years or 50 years.
19:15 What I tell you, folks, that we have to watch what we're doing
19:17 and put work into action that show kids a positive spin,
19:20 to show our community a positive spin.
19:22 I live with that
19:24 until I was able to release that conversation
19:27 I've had about my functional illiteracy in jail.
19:30 I held that captive in my spirit
19:33 and though I was working with other young people
19:35 I always had that apprehension to tell that story
19:38 until one day it was like,
19:39 God said, this is the story I gave you,
19:42 so go tell everyone so that you can help them change
19:45 because believe that somebody else is dealing
19:47 with the same challenges that you've dealt with
19:49 and now they need you to come in
19:52 and help them overcome those challenges.
19:54 And so I want this mission as I travel around the country
19:58 that I see the young people
19:59 hurting in these different places
20:01 as I was hurting in that classroom.
20:02 Yeah.
20:03 And nobody was there to help me.
20:04 We got kids in these ragged schools that are daily dying
20:08 and they cry in there, please help me,
20:10 and nobody is helping them.
20:12 They are going to-- I'll reach out too many pastors
20:15 and I ask them for help and I never see,
20:18 that sometimes I never them come.
20:20 And so I'm just really, really pushing
20:23 and I will allow folks to say get involved,
20:25 we need you, I'll help you structure anything,
20:28 call me and we can make it happen.
20:29 Yeah, tell us what we can do?
20:31 Tell the viewers what they can do
20:34 to make a difference in their local school district.
20:37 If you don't have a child in a particular school
20:40 but you live in that neighborhood
20:41 you need to go sign up and say, how can I help?
20:44 Should I be here to answer the phone?
20:45 Can I come to a PTA meeting? How can I help?
20:49 If I live in that community,
20:50 whether I have a child that graduated or not
20:52 and if I do have a kid that went to school and they would,
20:55 I need my child to come back and help provide some tutoring.
20:58 I also need some people
20:59 who are very serious about change in the community
21:02 to come out and provide workshops on the weekend.
21:04 We have empowerment forums at our school
21:07 and we do it once a month
21:09 and we are bringing these experts to come in
21:12 and talk to you about healthcare,
21:14 insurance, time businesses, literacy,
21:16 we bring the library, we bring the community colleges,
21:18 we bring everybody, we have no excuses
21:20 as to why you can't be productive
21:22 and I think it takes that will.
21:24 If you can't get the whole village to work
21:27 then bring the village in one location
21:29 and then make people come there.
21:30 And so we can begin to do that by reaching out
21:33 and just being honest with the way that we are feeling
21:36 and being honest with the things
21:37 that we have dealt within our challenges
21:39 and it takes leaders to actually go
21:42 and provide the information
21:44 'cause some people don't know how to ask questions
21:47 or they don't know how to talk about those things
21:49 of which they need support then.
21:51 Yes. Yes, that is so true.
21:55 First of all let me ask you,
21:56 how many students do you have at the Richard Wright?
21:58 We have approximately 400 students.
22:00 Four hundred students.
22:03 And you had mentioned on the program before
22:07 we were just ending on the Skype program
22:09 that you have because it's a public school,
22:12 you can't have chapel or something like that.
22:17 But you do have something called Family Matters,
22:20 tell us what that is.
22:21 Family Matters for us every morning is,
22:24 we provide a routine, our kids come in,
22:27 first of all they have to turn in their homework
22:28 as they are coming in the door.
22:30 So we don't wait till they get to class
22:31 that's their check-ins.
22:32 So we don't want our kids with metal detectors or anything
22:36 'cause we're not breeding inmates,
22:38 we're breeding students.
22:39 Oh, come on now.
22:40 And so with that they turn in their homework assignments,
22:43 they come in the Family Matters and we have breakfast,
22:45 we do the pledge, we sing Lift Every Voice,
22:48 we sing Star-Spangled Banner
22:49 and then we have a moment of a positive reflection
22:52 and that's my moment of prayer essentially
22:55 that we have our moment of reflection
22:57 and kids come with the minute of things,
23:00 they'll come and say Dr. Clark,
23:01 can you ask for a positive reflection?
23:03 My kid, my cousin got shot last night
23:07 or you know such and such happened.
23:09 And lot of times it's also positive,
23:10 my grandmother graduated from college,
23:13 can we give a shot out to her?
23:14 We use that moment of time to do that.
23:17 Then we have some songs.
23:18 So in our school I let the kids choose the song
23:21 so when they want to play Christian songs,
23:23 nobody can say that I made them do it.
23:25 All right, and we were able to have that moment
23:28 and you should see what happens of that
23:32 and for doing Family Matters which is our devotional time.
23:35 You should see exactly what happens with our kids.
23:38 It changes their mindset in transition
23:41 because you would remember some of kids
23:42 have been sleeping in cold houses that night.
23:45 Some of our kids didn't have running water the night before.
23:47 Some of our kids couldn't sleep
23:49 because they had siblings all over the place
23:51 and when they come to our building
23:53 it's a place of refuge.
23:54 So the name Family Matters comes together
23:57 because we are one body
23:58 and we are one family and it matters.
24:01 That is so great.
24:02 And I know that the students
24:04 have to appreciate your passion for them
24:08 and your desire to see them achieve
24:10 because this is not just a job for you
24:13 and that's what I've picked up from
24:15 when we've talked before and during the interview.
24:19 This is not just a job for you, this is who you are?
24:23 I start my day at 4:30 every morning and I'm not finished--
24:27 4:30?
24:28 4:30, every morning
24:30 and I'm not finished till about 9 or 10 every night.
24:33 This is a dream and I can say to all of the congregation
24:37 and anybody else that is around I can say this whole heartedly.
24:41 If you really believe in your dream
24:43 remember this is the dream God gave you
24:45 and I can honestly say dreams do come true
24:48 because my dream of opening my own school,
24:51 having kids that will go out and fix their readings,
24:55 fix their writing and begin to become pubic speakers.
24:58 My dream came true and it was all to the glory of God
25:01 because that is the dream that I ask,
25:03 I prayed for whole heartedly
25:05 and it took time to make it happen.
25:07 But he-- when it happened, oh, what a great day it was.
25:11 Yes, 'cause you dared to dream.
25:13 I dared to dream.
25:14 You dared to dream and in view of that
25:17 I have a little something for you, a little surprise.
25:20 Can you guys pass me that, please?
25:23 I have a little surprise for you
25:25 that we want to give you, from Dare to Dream.
25:29 Oh, wow. Yeah, a cap and a T-shirt.
25:34 Hey, you know what purple is like my favorite colors--
25:37 Is it? Every time you cover color.
25:41 Royal purple-- Royal purple.
25:43 That's right, royal purple. This is awesome.
25:45 You represent what we talk about on Dare to Dream.
25:49 And that is having a dream
25:52 knowing that you're walking in your divine destiny
25:55 and then moving forward,
25:58 you know, in that destiny
26:00 'cause God has placed you where you are with this passion
26:03 and this desire and this testimony.
26:06 So I've just want to tell you
26:08 that we appreciate what you're doing so much
26:12 and I know your students do too.
26:13 And I tell you and I humbly appreciate that
26:17 and I thank you for this amazing opportunity
26:20 to just share my story
26:22 and I pray that what I've said to others will help them
26:27 and that they can continue to be positive
26:29 and that we can continue to change our community
26:31 because I know and I have in my heart
26:33 that one day we're gonna wake up
26:35 and everybody's gonna be literate.
26:39 And we won't have some of the challenges that we have.
26:41 I know it's gonna happen.
26:43 I believe it because I had a dream of the school
26:45 so if that dream could come true,
26:46 so can this other dream that I have for our community
26:49 and I'm just very proud.
26:51 We need your voice you keep it going.
26:53 Yes.
26:54 And I'm glad that you are doing it for the glory of God.
26:57 We have to because God is our all in all
27:01 and if we don't move in Him, then what's the point, right?
27:06 What's the point? What's the point?
27:08 And so we continue to do this
27:10 in our one hour our church congregation
27:13 to really, really continue to be involved
27:15 and if they need me, they can reach out to me,
27:18 I'd be glad to come and work with anybody
27:20 who wants to change.
27:21 How can they reach you?
27:22 You can go to my website at Dr.MarcoClark.com.
27:26 That's D-R-M-A-R-C-O-C-L-A-R-K.com
27:30 or they can reach me at 860-997-6602.
27:35 And we'll put that number upon the screen.
27:37 Thank you so much, Dr. Clark. Thank you so much, all right.
27:40 You've been a blessing. Thank you.
27:42 Dr. Clark has given us some valuable insight
27:44 into the current status of education in the Inner City
27:47 as well as some strategies
27:49 to impact our children's academic outlook.
27:52 Share this with your friends and family.
27:54 Let's do all that we can
27:56 to make a difference in our children's lives.
27:58 And most of all let's impact them for Christ.
28:01 Well, that's our program, thanks so much for tuning in.
28:04 Join us next time,
28:05 it's just wouldn't be the same without you.


Revised 2014-12-17