Building Racial Equity into Grantmaking

By Derek Lin

Equity is at the core of our work at EdVestors and essential to our mission to: Advance equitable, meaningful education that prepares every Boston student to activate their power and shape their future. 

Over the last year, EdVestors’ staff and board engaged in a remote Strategic Planning process to build a path for the future of our work. 

Through our many conversations around our core values, strategic goals and strategies, equity rose to the top. Our first strategic goal in our new five year plan is Explicit about Equity: Equity is explicitly at the core of our decision-making and actions in pursuit of every young person in Boston having access to meaningful education. 

Key strategies toward this goal include:

  • Commit explicit resources toward our internal and external commitments to equity
  • Articulate and share our equity commitments in our partnerships and to our broader audiences
  • Make decisions with the voices, interests, and needs of those most impacted by our work at the center
  • Continuously refine and evolve our goals, approach, and commitments related to equity

With our renewed and sharper focus on equity, we began pushing forward on actionable steps, particularly around racial equity. Adapting resources from Center for Assessment and Policy Development, Race Forward/Center for Social Inclusion, and Equity in the Center, we define racial equity as a combination of:

  1. Equitable opportunities and outcomes for everyone regardless of race or ethnicity; 
  2. Meaningful involvement of those most impacted by racial inequity and racism in decision making and implementation; 
  3. Addressing root causes of inequities and systemic oppression, where we perpetuate them, and how we can work to eliminate them, leading to racial justice.

A first step for the organization was reimagining our strategic philanthropy by incorporating a more explicit racial equity lens into our grantmaking processes and goals related to several of our focus areas: BPS Arts Expansion, the School Solutions Seed Fund, and Zeroing in on Math.

With BPS Arts Expansion, we streamlined the application and modified criteria to explicitly state Culturally Responsive Instruction and Racial Equity as grantmaking criteria. Culturally Responsive Instruction aligns the proposed arts instruction with BPS’ Culturally and Linguistically Sustaining Practices (CLSP), reflecting multiple backgrounds and traditions that affirm students’ cultures and respond to their interests. The instruction can center on curriculum specifically curated for students with disabilities, English Learners, or students who have been otherwise marginalized educationally. Grants focused on Racial Equity will support projects that amplify Black, Indigenous, and People of Color (BIPOC) voices and narratives or entail student-driven projects that utilize the arts to advance anti-racism and racial justice.

The newly renamed Racial Equity Seed Fund is the reimagined School Solutions Seed Fund, focusing on tackling racial injustices within education structures. In Boston’s current education system, students of color, particularly Black and Latinx students, are disproportionately impacted by gaps in opportunity and outcomes. Through stakeholder conversations, partnership development, and desire to enact change, the Racial Equity Seed Fund is building an action-based learning community to implement, test, and scale solutions developed by those most impacted in schools to advance racial equity. The pillars of the learning community are to illuminate and be responsive to students’ individual backgrounds, communities, and strengths, while addressing the root causes of systemic oppression in our schools.

For Zeroing in on Math (ZioM), the newly released Request For Proposals seeks to create a cohort of schools that focus on increasing equitable enrollment and student success in math so that all students, especially Black and Latinx students, receive a meaningful math education that is affirming, relevant, and prepares them for postsecondary opportunities. Selected schools can focus on equitable math pathways, culturally responsive instruction and pedagogy, or math cultures as one of their goals.

Through our grantmaking, we hope to learn alongside our partners and communities who inspire us to drive toward racial equity and justice. There is much to do in the work ahead but we look forward to the learning we can do with peers and partners.


Derek Lin is the Manager of Communications and Programs at EdVestors.

Learn more about each application through the following links: BPS ArtsRacial Equity Seed FundZeroing in on Math

The DEI Journey: Learning, Unlearning and Shifting EdVestors’ Culture

By Ruth Mercado-Zizzo

Quotes shared within are reflections from EdVestors staff members on the DEI Journey.

“The DEI work has been a really powerful experience both personally and professionally. I started out thinking we were going to look at our programming and in reality we needed to turn the mirror on ourselves and look inward both personally and in our work.”

February has always been a significant month for me, a marker of time for reflection due to it being my birthday month. Coincidentally, it is three years ago this month that EdVestors staff began a more intentional process in examining what the terms “Diversity, Equity, and Inclusion” (DEI) means to us as an organization. 

It all started with my participation in a two-part professional development workshop entitled “Leading in Troubled Times: The Role of Power, Privilege, & Race in Leadership.” Led by Ama Codjoe, the workshop explored ways to incorporate healing and justice into leadership. At the end of the workshop, we were encouraged to develop a mini-action plan that we could implement within the next month to hold ourselves accountable to moving our leadership practice forward. I decided that I would try forming a group of staff that would come together to talk more deeply about what equity–one of EdVestors stated values, means to us as an organization. With the support of EdVestors leadership, I invited all staff to a meeting. I hoped to get  interest from a wide range of staff, and was surprised and delighted when three-quarters of the team showed up for that first meeting in February of 2018.


The Process

“I have never had the opportunity [in a professional setting] to discuss the complicated feelings and life experiences I have had in relation to my race/identity. Being able to have these open, courageous conversations with staff and hear their own stories has significantly strengthened relationships and has fostered a work culture that is grounded in trust, respect, vulnerability, and growth.”

During the first meeting, we began by individually sharing why we chose to attend a DEI-focused meeting, what we personally wanted to learn, and our hopes for what we would accomplish together. We also discussed the multiple facets of identity and definitions of equity, with our conversation specifically narrowing in on racial equity. As a group, we agreed to continue meeting with ‘homework’ to research how other organizations incorporate a racial equity lens and to also have conversations with individuals and organizations who could offer racial equity resources and insights on next steps in our desire to dig deeper into how EdVestors could be more intentional in applying a DEI lens into our work. 

As a result of these conversations, we realized the importance of selecting an outside DEI facilitator to help guide us further. EdVestors leadership agreed to commit financial resources to this work, and as a DEI work group we created a request for proposals and chose a DEI facilitator,  Liza Talusan. For 6 months, Liza worked closely with all staff through group and one-on-one settings. When together as a whole group, we struggled with a polite hesitancy to share more of our personal selves, and to articulate what might typically go unsaid. Liza introduced us to Courageous Conversations, encouraging us to take more risks in our dialogue with each other. She also helped us to begin meeting in self-organized affinity groups that now convene monthly, and the staff regularly uses the Courageous Conversations framework as we tackle issues. Since that time, the DEI team has continued to meet monthly and has helped plan and lead meetings with the EdVestors Board around this work.


What We’ve Learned (and Unlearned)

“As a POC and minority in this country, I have experienced racial biases (implicit and explicit) and attended trainings for more years than I care to count. What came into sharper focus  through our DEI work was how we all carry implicit biases and White Supremacy. White Supremacy is not just the domain of white people. Some of the tenets of WS can permeate deeply in the culture and show in our own attitudes be it white, black or brown. I have become a lot more conscious about my own privilege and power and how my words and attitudes can have a negative impact on people I am hoping to support, just as I notice others’ biases towards me.” 

“I personally wasn’t aware how certain elements of WSC [white supremacy culture] played out in my own work/leadership style and within our organization… I feel now that DEI, specifically equity is front and center of our decision making.”

The process has been both rewarding and challenging. As we continue to push ourselves and shift our culture, we have had to sit in discomfort, be willing to openly question ourselves and each other, and be more transparent about how we work. We have also challenged ourselves to recognize, name, and question white supremacy culture as our default way of working. This personal and professional reflection continues and we have made shifts to our infrastructure, policies, and programming, as we strive for not just diversity and inclusion, but toward equity and justice.


What Happens Next?

“This work indeed is a journey and not a destination. We have to incorporate key aspects of this work in all our practices. Pendulum can easily swing from one direction to the other. In order to create an equitable, just society (and our school system), we all will need to remain vigilant…we ought to give voice to the vulnerable people and keep asking the question – who is not at the table and why.” 

“I see our organization continuing on our learning journey as there is always learning and unlearning to be done with DEI.”

As an organization, we continue our efforts to acknowledge our own privilege and power, and center those most impacted by our work (typically those most historically marginalized) into our decision-making from the start. We strive to hold ourselves accountable to racial equity in all our activities, and in our role as a convener and collaborator, both internally and externally. We have created specific action items that we individually and collectively take ownership of, and racial equity is an explicit component of our new strategic plan and a lens we intend to incorporate into all aspects of our work. 

When the staff DEI team started meeting three years ago, I was hoping to start a conscious dialogue around our organization’s values and how we live them internally and externally. The willingness to learn, make mistakes, and stay deeply committed to this work help guide us as we move forward in our organization’s mission.


Ruth C. Mercado-Zizzo is the Vice President of Programs and Equity at EdVestors. Many thanks to other EdVestors staff who contributed to this post.
Read a related blog on Incorporating Equity into EdVestors Work from June 2019.


DEI Resources That Have Been Central to EdVestors Journey:
The Four I’s of Oppression
Avoiding Racial Equity Detours
Dismantling Racism
Systems Change with an Equity Lens
Language of Appeasement

COVID-19 Resources

In this moment, it is critically important to recommit ourselves to the education of the young people in our city who will be the educators, scientists, health care professionals, and civic leaders of the future. Working alongside our school, district, and community partners in the coming  weeks, we will continue to offer our support and look for new opportunities to positively impact the learning of our young people.

The following are resources to help organizations and individuals in planning steps to move forward (we will continue to add as we find resources):

Information and Resources regarding COVID-19

Daily update of relevant COVID-19 News from City of Boston

Boston Public Schools Updates

Centers for Disease Control and Prevention information



Boston Resiliency Fund

Boston Public Schools Resources

BNN and BPS have partnered to provide programming/lessons for students

WGBH Distance Learning Resources

Massachusetts Department of Education and Secondary Education (DESE) Resources

List of Resources from The Boston Foundation



We hosted a Virtual Forum on Remote Learning in Arts Education and Creative Youth Development in partnership with City of Boston, Mayor’s Office of Arts and Culture, Mass Cultural Council, and the BPS Visual and Performing Arts Department.

Teaching Artists are eligible to apply for the City of Boston Artist Relief Fund – deadline to apply May 15; deadline to donate May 30

Cambridge Artist Relief Fund

Boston Singers Resource Emergency Relief Fund

Theatre Community Benevolent Fund

Freelance Artist Resources





Update on EdVestors Showcase

Dear EdVestors Community,

Alongside all of you, we have been closely monitoring the COVID-19 situation as it rapidly evolves.

With the health and safety of our partners, friends, and supporters as our top priority, we have decided to cancel this year’s Education Showcase scheduled for April 7th at District Hall.

EdVestors has hosted the Showcase for 17 consecutive years and we do not make this decision lightly. Showcasing educators’ good ideas and engaging the Boston community in discussion about solutions to education’s most pressing issues is vitally important and core to our mission.

We are committed to sharing the great work of the 2020 School Solutions Seed Fund grantees and are exploring alternative options to engage in a deeper conversation with you to discuss the critical issues facing our students, teachers, and schools.

?At this time of great uncertainty, it is more important than ever to commit ourselves to the education of the young people in our city who will be the educators, scientists, health care professionals, and civic leaders of the future. Working alongside our school, district, and community partners in the coming days and weeks, we will find ways to continue our important work.

While we are saddened to not host the Education Showcase this year, please know that we will continue to carry on our work with the same commitment and conviction. Thank you for being part of our community.

Please stay well and take good care of each other,


The Team at EdVestors

A roadmap for school improvement

The October 30, 2019 CommonWealth Magazine op-ed by Marinell Rousmaniere, “A roadmap for school improvement ”, highlights the three 2019 School on the Move finalists and describes the common key practices observed throughout the years for school improvement. From the article:

Our first study examining early School on the Move winners documented the common approaches that were taken to garner improvement. Our second research piece looked at what happened to those schools in the years following the prize process, highlighting the steps the schools were taking to sustain improvement. Over the years, we identified common practices shared by winning schools to gain and sustain improvement, as well as the barriers faced by schools in maintaining their success in subsequent years.

Read the full article here and learn more about School on the Move here.

MassINC Gateways Podcast: Bringing accountability to school improvement

By Marinell Rousmaniere


I recently had the pleasure of sitting down with Ben Forman, Director of the Gateway Cities Innovation Institute and host of the Gateways Podcast at MassINC. Sparked by their work in local accountability, we spoke in-depth about the examples of Boston Public Schools’ School Quality Framework and the use of arts data to drive change in Boston and now at the state level. The following are a few highlights from the podcast, the entirety is available here. Portions have been edited for clarity.

BF: The (Boston Public Schools) district took a leadership role and tried to put more information out there on each school: how it was performing, what it was offering, and so forth – how did that come about?

MR: I think the effort you’re referring to is the development of the BPS School Quality Framework that I’ve been involved with over the last five years. That effort grew out of the change in school assignment process back in the 2012-13 school year. Boston is different from other cities, in that we’re a choice district. Students, especially those in elementary and middle levels, don’t always go to schools in their neighborhoods. In the past, there was a broad span of geographic area they could choose from and the desire, back in 2012-13 when the system was redesigned, was to bring quality closer to home so students would have access to the highest quality of schools in their neighborhoods.

It was a complex approach – developed by MIT – to creating a set of choices a family could have to ensure students and families had a range of quality within their ‘basket’ of schools available to them. Originally, their choice ‘basket’ was a selection of schools in multi tiers of performance assigned by the state accountability system that was in place.

It was very clear that educators and families did not think this system was an adequate measure of quality. This led to the launching of the School Quality Working Group charged with the task of defining quality in a more robust way resulting in the School Quality Framework. The key piece about the Framework was that it had 5 domains and was not simply about student performance, the domains covered teaching and learning; family, community and culture; leadership and collaboration; and student access and opportunities within schools. Over the years we have continued to refine the tool and families can rank and prioritize their search criteria and have the ability to dive into the details and features of each particular school.

With the School Quality Framework or with a school or district plan, having a lot of voices is important but having a lot of voices can also equal complexity. That’s a balance point we don’t talk about enough and it’s something that gets in the way. Finding the balance of making sure you have those voices but to cull that down to say “we hear all of these things, they all matter but what are the most important – right now – things we’re going to do.” It’s a critical part of the conversation, both how do we get to a place where people can make those choices and tradeoffs about the key factors and then make that happen at the school level.


BF: ESSA, the state’s accountability system was something many people were excited about, particularly the arts community. In the end, the state didn’t have much room to maneuver – it wasn’t as innovative, it wasn’t an approach that supported deeper learning. The state can only do so much and maybe that’s exactly right, it’s up to the communities to complement when the state must offer a one-size-fits-all approach. Is there still considerable room to have more state accountability? Or is it up to urban communities with complex systems to find their own answers?

MR: There’s always room to improve accountability at the macro-level. One of the ways that happens is through local experimentation with cities leading the way.

Our example here in Boston around local accountability is related to BPS Arts Expansion which EdVestors has been the lead partner on.  Ten years ago we didn’t use the words ‘local accountability’;  it was more a transparent use of data by doing the first-ever survey of what students were actually getting in terms of arts education during the school day. By collecting that data by grade, by school, and publishing that data, we saw change. Just by putting that information out there for school leaders, district leaders, and families.

School leaders looked around and said “wow, the person down the street with the same resources as I [have] is doing something different and we’re getting a message from district leadership and key stakeholders that this matters, so let me think of how I can do things differently.”

It’s really powerful to see the use of data as a motivating force to start the conversation. We buttress that with philanthropic dollars and stakeholder convenings and communications but at the end of the day, we saw the power of that data.

We brought together leaders in the arts space when we saw this opportunity with ESSA. We had advocates in the field who wanted arts education to be part of ESSA but also had this local example backed by data which was able to be used in the state accountability system.

That local innovation can be leveraged to press the system at a macro-level.

The entire podcast episode is available here.


Marinell Rousmaniere is the President & CEO of EdVestors.

Incorporating Equity into EdVestors Work

By Ruth Mercado-Zizzo

Equity is one of the driving forces behind EdVestors’ work to improve educational outcomes for all students. We believe that every child has the right to a high-quality public education, and every school must serve all children well. Equitable educational opportunities provide the foundation for success in a student’s journey towards academic, career, and life goals. By implementing an equity lens in our work, EdVestors strives to foster environments where high-quality learning is available to all learners.

How does equity inform our work?

Expanding access, building capacity, and supporting quality instruction ensure equity is at the core of our work. One example is through our strategic initiative Boston Public Schools (BPS) Arts Expansion.


BPS Arts Expansion is a collaborative effort to increase equitable access to quality arts education for all BPS students by closing the arts opportunity gap. When BPS Arts Expansion first launched in 2009, 67% of students in grades preK-8 received a minimum of weekly year-long arts instruction. Today, 97% of preK-8 students receive weekly arts instruction, with nearly 17,000 more students accessing arts than in 2009. In 2009, just 26% of high school students received any arts and now that number is at 66%.


In order to sustain equitable access, BPS Arts Expansion helped catalyze an increase in the number of arts teachers within BPS. Over the last decade, the number of arts teachers working in BPS has nearly doubled to 295. The commitment of school leaders to hire more arts teachers has been instrumental in providing students the opportunity to have access to in-school arts instruction. Today, a robust BPS Visual and Performing Arts Department provides invaluable professional development and tactical support to schools and teachers as they implement a vision for arts education in each of their buildings.


As we continue to push the needle on access, we have concurrently set our sights on improving and strengthening quality arts instruction. One of the dimensions of quality arts education as defined by BPS Arts Expansion stakeholders is culturally responsive arts education—content that is relevant and representative of the BPS student population. Additionally, BPS has made it a priority to embed Culturally and Linguistically Sustaining Practices (CLSP) in curriculum, pedagogy, and interactions within the district. We believe it is imperative that curriculum, particularly in the arts, reflect the rich diversity of cultures that surround us because so much of artmaking revolves around sharing and expressing one’s identity. This year, EdVestors supported a partnership between Boston Children’s Chorus and the BPS Visual and Performing Arts Department to create a music curriculum by collecting folk songs from the community. These songs are transcribed and recorded to become part of new choral music repertoire for grades preK-6. So far, 20 songs representing 6 languages have been collected and this new repertoire will become part of professional development for music teachers. The goal is to carry out similar work for all arts disciplines.


At EdVestors, we believe incorporating an equity lens is critical to best serving our students. We recognize the need for equity in public education and hold ourselves responsible in ensuring all our efforts – in the arts, in middle grades math, in career pathways – work towards improving equity in all schools. Equity in school improvement is a collective effort and we invite you to champion it through your work and to share and learn from the work of others.


Ruth Mercado-Zizzo is the BPS Arts Expansion Director at EdVestors. Learn more about the BPS Arts Expansion here.

One step at a time to better schools: Marinell Rousmaniere of EdVestors

The April 25, 2019 Boston Business Journal Executive Profile of new EdVestors President and CEO Marinell Rousmaniere by Jay Fitzgerald, “One step at a time to better schools: Marinell Rousmaniere of EdVestors”, details Marinell’s path to her work in education and policy, and outlines her vision for EdVestors. From the article:

“Her demonstrated abilities to recruit, retain and further develop highly talented staff at all levels are key to the achievement of our mission,” said [Wendell Knox, EdVestors Board Chair], praising Rousmaniere’s “thorough knowledge of the education landscape and associated challenges faced by the BPS.”

As head of EdVestors, Rousmaniere now oversees a staff of 17 workers committed to the education-related areas into which the group has invested $29 million in since its founding in 2002. They are mostly in three core areas: Expansion of K-12 arts education for school children; implementation of a “Zeroing in on Math” program; and mostly recently, efforts to enhance programs aimed career-connected learning, via class work, internships and other means.

Rousmaniere said EdVestors doesn’t try to solve all the problems at BPS, instead focusing on what it believes are key areas that need help within the city. Each program that directly or indirectly lends help to both teachers and students is subject to intense planning and analysis before, during and after implementation of a plan, all to make sure potential and actual results are there to justify the investment of millions of dollars, she said.

“There are no silver bullets,” she said of fixing urban schools. “We handle things one program at a time. I think it’s being realistic. It can be daunting, but that’s a positive challenge.”

Many times people will suggest school-related issues that desperately need addressing, but EdVestors simply can’t fund each and every one of them. Thus the “one program at a time” approach.

Ultimately, EdVestors goal is to identify a glaring need within the school system, and then tackle it on behalf of students and teachers alike. “We have so many rich opportunities to make a difference,” she said.

Rousmaniere isn’t just the head of a nonprofit dedicated to improving Boston public schools. She has a personal stake in her group’s mission: She has two children, ages 13 and 10, both of whom attend public schools in Boston.

Read the full article here.

Bloomberg Philanthropies Partners with EdVestors to Bring Arts Internship Program to Boston High School Students



Collaboration will support paid internships for 25 Boston public high school rising seniors at local arts and cultural organizations this summer

(BOSTON) March 13, 2019EdVestors, a school improvement nonprofit in Boston, today announced a new partnership with Bloomberg Philanthropies to bring the Bloomberg Arts Internship program to Boston. Twenty-five rising high school seniors will have paid internships this summer at local arts and cultural organizations. The unique program is designed to help students develop career skills, gain professional experience in the arts, and provides students college-readiness preparation. EdVestors will work with Boston organizations to recruit students and participating cultural organizations.

“The Bloomberg Arts Internship program and partnership with EdVestors will provide opportunities for young people in Boston to tap into our city’s vibrant arts and culture community and participate in ways they haven’t before,” said Mayor Martin J. Walsh. “Boston is a national leader in youth employment because we recognize the importance in giving teens the tools and confidence to succeed in their future careers. Building skills while working in our world class museums and community-based cultural institutions will open a window into a new world for many students, one that will inspire them to develop their potential, in college and in life, and strive to become the next generation of leaders.”

Boston is the newest city to join the Bloomberg Arts Internship program. The program originated in New York City in 2012, then expanded to Philadelphia in 2015 and Baltimore in 2017.  More than 600 students have benefited from the program.

“Opportunities for Boston’s young people to engage in quality work-based learning experiences while in high school are a pressing need,” said Marinell Rousmaniere, CEO of EdVestors. “The Bloomberg Arts Internship in Boston sits squarely at the intersection of our work as lead partner for Boston Public Schools Arts Expansion and our newest career pathways initiative. We believe that bringing the Bloomberg Arts Internship initiative to Boston will help address opportunity gaps for Boston students and the equity gap in the local arts and culture workforce by building a pathway of opportunity in the sector for our young people from diverse backgrounds.”

Interns will develop fundamental skills necessary for transitioning to a postsecondary world, including writing for the workplace and college applications, public speaking, and interviewing skills. They will also begin developing professional networks and connections to the local labor market they may not have had otherwise.

“We started the Bloomberg Philanthropies Arts Internship program to help students strengthen their professional skills and explore potential career paths,” said Patricia E. Harris, CEO of Bloomberg Philanthropies. “Building on progress in New York City, Philadelphia, and Baltimore, we are proud to expand the program to Boston. We look forward to continuing to foster leadership in the arts for the next generation.”

EdVestors will connect to its network of more than 75 community art partners and cultural institutions as well as the City of Boston Mayor’s Office of Arts and Culture to identify meaningful worksite experiences for BAI Boston interns. Other key partners include the Boston Public Schools and the Boston Private Industry Council (PIC), which will help recruit and prepare Bloomberg Arts interns as well as support worksite supervisors before and during the summer.

The Bloomberg Arts Internship program in Boston will build on the success EdVestors has seen through its Boston Public Schools (BPS) Arts Expansion initiative, which has greatly increased equitable access to quality arts education experiences for students throughout the Boston Public Schools. Since its launch in 2009, across the BPS district of 56,000 students, this public-private partnership has led to dramatic growth in arts access with nearly 17,000 additional students now having access to arts learning opportunities during the school year, compared to ten years ago.


About Bloomberg Philanthropies
Bloomberg Philanthropies works in nearly 480 cities in more than 120 countries around the world to ensure better, longer lives for the greatest number of people. The organization focuses on five key areas for creating lasting change: Arts, Education, Environment, Government Innovation and Public Health. Bloomberg Philanthropies encompasses all of Michael R. Bloomberg’s charitable activities, including his foundation and his personal giving. In 2018, Bloomberg Philanthropies distributed $767 million. For more information, please visit or follow us on FacebookInstagramSnapchat and Twitter @BloombergDotOrg.


About EdVestors

EdVestors’ mission is to increase the number of schools in Boston delivering dramatically improved educational outcomes for all students. EdVestors is a school improvement organization that combines strategic philanthropy, education expertise, and implementation support to help schools create the conditions for school change. EdVestors seeds promising ideas through the School Solutions Seed Fund, shines a spotlight on school improvement through the School on the Move Prize, and scales efforts to close opportunity and achievement gaps through three strategic initiatives: Boston Public Schools Arts Expansion, Zeroing in on Math and our newest effort to expand Career and Technical Education pathways. Learn more at


Boston Globe by Annika Hom – New arts initiative to provide paid internships to Boston public school students

CommonWealth Magazine by Michael Jonas – Arts internships coming for Boston students