The post Clinton School Graduate Analyzes Arkansas Advanced Placement and Concurrent Enrollment Outcomes appeared first on Clinton School of Public Service.
]]>Carbone’s Capstone project was fostered through an internship with the Arkansas Department of Education (ADE) and the academic supervision of Dr. Al Bavon, Professor of Public Administration.
“What really made me choose the Arkansas Department of Education was my interest in education policy, my familiarity with the department, and the fact that I had worked there prior to Clinton School,” he said. “I have also always been interested in bridging the gap between K-12 and higher education, and ADE gave me the opportunity to complete a project directly related to that interest.”
Carbone conducted a comprehensive Arkansas case study. Using data gathered from colleges and universities across the state, he analyzed the higher education credit outcomes of students who participated in Advanced Placement and Concurrent Enrollment programs.
“One of the most evident findings involved credit recognition and how inconsistencies across institutions can impact student outcomes,” Carbone noted. “Using survey, regression, and interview data, the study found that earlier participation, clear advising, and stronger credit transfer alignment are important to make early college pathways consistent for Arkansas students.”
Carbone developed a final report, an executive summary, and policy implementation drafts to provide a baseline evaluation of higher education outcomes as the state’s ACCESS Act is implemented. His findings suggest that Arkansas could strengthen student outcomes through recommendations that include clearer implementation structures, more effective communication systems, and stronger coordination around college credit recognition and transferability.
“One of the most memorable parts of my Capstone was connecting with higher education institutions across Arkansas and having thoughtful conversations about the study and its implications,” Carbone said. “I also enjoyed presenting my findings to ADE and hearing insights from representatives at the Arkansas Division of Higher Education, which helped several parts of the project click into place. It also showed me the value of viewing higher education as a more unified system.”
In addition to sharpening his skills in policy analysis, data evaluation, program evaluation, and stakeholder communication, Carbone noted that the experience deepened his understanding of how state systems function to improve public policy.
“These are skills I hope to continue building in a future career focused on research, evaluation, and education policy,” he said.
The project capped off a rigorous graduate tenure for Carbone, who officially graduated from the Clinton School this May. Carbone originally entered the Master of Public Service program on a full scholarship following recommendations from University of Central Arkansas Professors Dr. Kim Hoffman and Dr. Joe Howard.
Throughout his two years at the Clinton School, Carbone built a wide public service portfolio, including a Practicum project with Mamas Unidas LR, an International Public Service Project with Evidence for Democracy in Canada, and a graduate assistantship with Arkansas Advocates for Children and Families.
Looking forward, Carbone plans to pursue a career focused on research, evaluation, and education policy, with long-term goals that may include doctoral studies.
“Just as others have made a lasting impact on me, I want to carry that forward through work in education, civic engagement, and strengthening democracy,” he said.
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]]>The post Hannah Butler Examines Domestic Violence Intervention Standards to Strengthen Arkansas Programs appeared first on Clinton School of Public Service.
]]>Recognizing that these critical intervention strategies vary drastically across state lines, Clinton School of Public Service student Hannah Butler set out to evaluate how Arkansas measures up against national models to help protect vulnerable families.
Partnering with the Arkansas Coalition Against Domestic Violence (ACADV), Butler’s extensive Capstone research culminated in her final report, “A Comparative Analysis of State Standards for Domestic Violence Intervention Programs: Implications for Arkansas.” Her qualitative analysis evaluates national intervention frameworks to identify actionable, data-driven areas for improvement within the state.
The ACADV works directly with law enforcement, educators, and service providers to empower survivors, eliminate domestic violence, and promote healthy families. Butler, an El Paso, Texas native, chose the organization due to her alignment with their mission and her passion for addressing domestic violence as a critical public health priority.
“I chose this organization because I am extremely passionate about public health and community safety, and domestic violence is often overlooked as a public health issue,” Butler said. “I also admire the ACADV’s commitment to holding abusers accountable and utilizing transformative justice frameworks rather than a strictly punitive approach.”
Data-Driven Insights for Community Health
To evaluate the effectiveness of existing frameworks, Butler executed a qualitative content analysis comparing intervention standards in Arkansas against those across the country. Her research culminated in a final paper, an executive summary, and a formal presentation of her findings. Notably, her final deliverable featured a comprehensive matrix detailing program philosophies, facilitator qualifications, structural lengths, evaluation metrics, and cultural accessibility guidelines across all 50 states.
“Hannah’s final presentation was very well received by ACADV staff, DVIP Advisory Board members, and key stakeholders,” said Brandy Dailey, Director of Accountability and Community Response for ACADV. “Her research and recommendations will have immediate impact, and we hope to continue to collaborate with future research projects.”
Beyond standard analysis, Butler conducted qualitative interviews with domestic violence practitioners and administrators nationwide. Her evaluation produced five distinct recommendations for the ACADV: strengthening programmatic outcome measurements, shifting toward competency-based completion models, clarifying group size guidelines, incorporating risk and needs assessments, and improving rural access to services.
“These recommendations can help the ACADV strengthen their domestic violence intervention strategies, leading to increased offender accountability, survivor safety, and overall community health,” she said.
A cornerstone of Butler’s Capstone experience involved witnessing intervention strategies in practice. She had the opportunity to observe a live intervention session where a facilitator worked directly with perpetrators of domestic violence to challenge the behavioral beliefs and systemic ideas driving their actions.
“It was an insightful experience that allowed me to see first-hand the effectiveness of a transformative justice approach,” she said.
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]]>The post Stringer Investigates Strategic Opportunities for Prison Yoga Project appeared first on Clinton School of Public Service.
]]>Chloe Stringer, a native of Austin, Texas, partnered with PYP for her Capstone project, titled “Investigating Strategic Opportunities for Prison Yoga Project’s Program Growth in Arkansas.” Her nine months of field research culminated in a phased strategic growth plan that equips PYP’s team with an actionable roadmap to grow its operations throughout the state.
Prison Yoga Project provides yoga and mindfulness programming to incarcerated and system-impacted individuals across the United States and globally, offering resources and training designed to support restorative justice. To pave the way for the organization’s expansion in Arkansas, Stringer conducted qualitative interviews with key informants, formerly incarcerated individuals, and administrators at corrections and re-entry facilities.
Her research evaluated facility-specific needs, investigated local attitudes toward trauma-informed programming, and identified the outcomes administrators prioritize when adopting new services. Through this analysis, Stringer established concrete criteria to help PYP pinpoint long-term, high-impact partnerships.
“Working with Chloe on this Capstone project was a great experience,” said Nicole Hellthaler (’19), Executive Director of Prison Yoga Project, who is based in Little Rock. “She was dedicated and professional. Her Capstone has created an excellent blueprint for us to expand our programs throughout Little Rock and Arkansas as a whole by identifying the places where we are most likely to create sustainable, impactful partnerships.”
Because Stringer’s work took on the important tasks of market research and networking, PYP can immediately begin implementing programs. The completed growth plan features a phased approach, offering low barrier steps the nonprofit can execute right away alongside long-term pathways that can be developed over time.
Stringer’s work also included volunteering weekly alongside Hellthaler, assisting with a yoga program inside a local jail’s men’s re-entry unit. The experience allowed her to witness firsthand the real-world implications of the programming she was analyzing.
“Jails and prisons are not easy places to feel hopeful in,” Stringer said. “So many of our country’s problems intersect in correction facilities: poverty, drug and alcohol addiction, childhood abuse. I saw the men in this unit take their humanity back for themselves, take ownership of their actions, but not let what they’ve done in the past take away the opportunity they have to do better for themselves, their families, and their communities.”
Stringer noted that observing the dedication of the participants during these sessions solidified her understanding of the unique roles required to drive change.
“This project reminded me that everyone working in public service has a niche, and each one of these different activities and interests are important when you look at the big picture of large-scale change,” Stringer said. “Getting to contribute work that allows PYP to deliver more hope and healing through yoga to more people is something I will always be proud of.”
To maintain her connection to the mission, Stringer is currently completing Prison Yoga Project’s 200-hour Yoga Teacher Training program, ensuring she remains actively involved in expanding public health and service initiatives across Arkansas.
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]]>The post Alumna Evelyn Enriquez Accepted into Northwestern University Ph.D. Program appeared first on Clinton School of Public Service.
]]>Enriquez, a first-generation college graduate from Enid, Oklahoma, selected the fully funded five-year doctoral track out of four competitive admissions offers, which also included three doctoral programs in sociology.
Enriquez credits her selection of Northwestern to its multidisciplinary framework, drawing a direct parallel to her Master of Public Service education.
“The reason why I chose Northwestern’s program is because they are interdisciplinary in nature,” she said. “I wanted a program that allowed me to learn from faculty with different backgrounds and perspectives. In my career and educational trajectory, I have been inherently interdisciplinary, just like how the Clinton School taught us to be in our approach to public service.”
Throughout her time at the Clinton School, Enriquez utilized her three required field service projects to analyze how systemic policies impact public service on local, national, and international levels. For her Practicum project, she conducted stakeholder mapping and needs assessments for after-school programming in Little Rock.
This was followed by her International Public Service Project, when she served as a fellow for the nonprofit Road to Hire in Charlotte, North Carolina, supporting career development and entrepreneurship education for students.
Her decision to pursue a doctoral degree was cemented during her Capstone project with the Family & Child Health Innovations Program at Lurie Children’s Hospital in Chicago. Working alongside Drs. Craig Garfield and Clarissa Simon on expanding public health research, Enriquez researched state-level fatherhood programming and its role in maternal and childhood health. She also assisted in writing and securing a successful grant application from the W.K. Kellogg Foundation that allowed the hospital to expand its research.
“My Capstone created an environment where I could be a student and dabble in other areas of academia,” Enriquez reflected, noting that the experience allowed her to contribute to grant writing and academic manuscripts. “I was doing my Capstone as I was taking Dean Victoria DeFrancesco Soto’s Policy Development course. I was learning this new way of thinking about policy while working directly on a policy project.”
Enriquez highlighted faculty members Dr. Nichola Driver, Dr. Robert Richards, and Dr. Al Bavon, who helped shape her approach to community-partnered research, dialogue facilitation, and data-driven program evaluation.
“Evelyn completely embodies the mission of the Clinton School by pairing rigorous academic inquiry with a deep commitment to community-based solutions,” said Dr. Nichola Driver, Assistant Dean of Impact. “Her ability to execute high-level data analysis while centering the lived experiences of the populations she studies makes her an exceptional researcher. We are incredibly proud to see her take these skills to Northwestern to shape future public policy.”
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]]>The post Clinton School Student Honored with Audrey Kaplan Inspiring Women of the Southwest Award appeared first on Clinton School of Public Service.
]]>Presented by the SWJC in Dallas, Texas, the award recognizes women who have made meaningful contributions to their communities through leadership, service, and impactful bridge-building.
A significant cornerstone of Huang’s community contribution is her extensive nonprofit work centered on creating connections across differences. She founded Break Bread, Break Borders (B4) in honor of her late mother, Mei-Ying Huang, an outstanding chef and community leader.
B4 operated as a social enterprise that empowered women through culinary entrepreneurship and cultural storytelling. Through shared meals, cooking classes, and community events, the organization used food as a bridge between cultures while creating economic opportunities for women from war-torn countries rebuilding their lives in the United States. Following more than a decade of community impact, B4 was acquired by a nonprofit serving families affected by domestic violence, ensuring its mission expands to help even more families.
In addition to B4, Huang founded TSP Group, an impact consulting practice that helps nonprofits, entrepreneurs, civic leaders, and mission-driven organizations strengthen their community engagement, storytelling, partnerships, and strategic initiatives.
Huang’s dedication to civic leadership is deeply shaped by her multicultural upbringing. Born in Taiwan, she immigrated to the United States as a child, growing up in Tulsa, Oklahoma, before making Dallas, Texas, her home base.
“Each of those places has shaped who I am and reinforced my belief that communities are strongest when people invest in understanding one another across differences,” she said.
Nominated for the award by her peers in the Orchid Giving Circle, Huang is also actively involved with the University of Texas at Dallas Bass School of Arts, Humanities, and Technology Advisory Board, BoardBuild, the Asian Chamber of Texas, Les Dames d’Escoffier International, Citizen University’s National Civic Collaboratory, and the Presidential Leadership Scholars program.
For Huang, receiving the award is a humbling validation of grassroots efforts that often happen away from the spotlight.
“I am especially grateful because bridge-building is often quiet work,” Huang said. “It happens one conversation, one shared meal, and one relationship at a time. This award affirms the importance of that work and inspires me to continue creating safe spaces where people can connect and belong.”
While the award honors work that began before her time in Little Rock, Huang notes that her Master of Public Service coursework has further refined her approach to long-term community impact.
“The Clinton School challenges students to move beyond identifying problems and toward building practical solutions in service partnership with communities,” she said. “What I appreciate most is the school’s emphasis on listening first, building relationships, and working alongside communities rather than for them.”
Huang remains committed to the values shared by both her career and her graduate education.
“In many ways, the values recognized by this award, such as service, collaboration, and bridge-building, are the same values that are reinforced every day at the Clinton School and will continue to guide my work long after graduation,” she said.
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]]>The post Little Rock School District to Launch Arkansas’s First Public School Dual-Immersion Program with Support from Clinton School Research appeared first on Clinton School of Public Service.
]]>The Arkansas Department of Education approved the LRSD programs in April and will provide support and technical assistance as well as conduct classroom visits.
The initiative, scheduled to launch this August, was made possible through a strategic partnership with the Clinton School of Public Service and the data-driven research of Master of Public Service student Ashley Delgado, who graduated in May.
The program will debut at Chico and Watson Elementary Schools, where students will spend the majority of their school day learning core course content in Spanish before transitioning to a 50-50 English-Spanish model in later grades. At the end of the program, students will be able to read, write, speak, and understand both Spanish and English.
The path to this historic approval was paved by Delgado’s Capstone project, a year-long intensive research initiative. Working under the mentorship of LRSD leadership, including Stefanie Vestal, Clinton School alumna and Director of Strategy and External Affairs, Delgado developed the foundational architecture for the program.
Her work included a comprehensive five-year logic model, an evaluation plan to track student progress through middle school, and a teacher recruitment strategy designed to address the state’s unique certification landscape.
“What we see as the big result of this Capstone project is that we are ready to start this August,” Vestal said. “One year ago, we weren’t sure we would be ready to open these classrooms during the next school year. With the addition of Ashley’s work on the application process and her leadership with stakeholders, the district has been able to realize this vision.”
In addition to data analysis, Delgado’s Capstone project also included serving as a primary coordinator for the district’s planning efforts and the facilitation of a LRSD advisory group for the program that met monthly.
Dr. Karen Henery, Director of MLL/ESOL Services for LRSD, noted that Delgado was a “tremendous asset” who took significant initiative in managing communications and coordinating a site visit to Nashville Metro Schools to study successful models of other dual immersion programs.
“I have truly appreciated her presence, professionalism, and the asset-based perspective she brings to this work,” Henery said. “Having someone in this role has added meaningful value to our efforts, and I would welcome the opportunity to continue hosting a Capstone intern in the future.”
The move to dual immersion education is backed by extensive academic research. While traditional language classes often begin in middle or high school, early immersion in another language improves children’s natural cognitive abilities.
“Research shows that students in dual immersion programs tend to trend directly upward in literacy and retention after the third grade,” Delgado said. “While monolingual students may plateau in those areas, bilingual education emphasizes a true understanding of a subject because you master it in two languages. It builds empathy, communication skills, and an incredible foundation for future learning.”
The benefits can be seen in academic areas far beyond test scores. By bringing students of different native languages together in one classroom, the program places everyone on a level playing field. It allows students to serve as “experts” for one another, boosting confidence and fostering collaborative learning.
As the first public school district to pursue this specific state-approved model, LRSD is setting a precedent for the rest of Arkansas. During the spring semester, Delgado presented her findings and the application process at the Bilingual Dual Immersion Summit, offering a roadmap for other districts interested in establishing similar initiatives.
“We get to set the standard,” Vestal said. “Being one of the largest districts in the state, we should be a leader in this work. This program ensures that students can build their language skills without disruption from kindergarten through graduation.”
The pilot program will begin with three classrooms across the two schools in southwest Little Rock. Due to high demand, with some sites already seeing more interest than available seats, LRSD hopes to expand the program to additional schools in the 2027-28 school year.
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]]>The post Clinton School Alumna Toyosi Idris Accepted into CUNY Graduate Center Ph.D. Program appeared first on Clinton School of Public Service.
]]>The five-year program provides complete financial support and pairs Idris with a faculty mentor to conduct research during her first year, followed by opportunities to teach undergraduate courses in her second and third years. Originally from Nigeria, Idris earned the highly competitive Graduate Center Fellowship.
“I remember staring at the screen and feeling completely overwhelmed with awe,” she said. “This is a natural progression of both my academic and professional journey, a continuation of the questions that have shaped my work, the communities that have trusted me, and the belief that we can give back some of what was once given to us.”
Idris credits her time at the Clinton School for providing key academic clarity and cementing her public service trajectory. Throughout her Master of Public Service (MPS) studies, she leveraged the school’s field service requirements to work on health, education, and environmental projects. Her Practicum project analyzed county-level littering behaviors and public perceptions for Keep Arkansas Beautiful. She worked with a major Canadian healthcare department during her International Public Service Project.
Ultimately, it was her Capstone project with the School-Based Health Alliance of Arkansas that solidified her decision to pursue doctoral research. In this role, she helped organize the organization’s 2025 Symposium and directly engaged statewide stakeholders to advance health and educational outcomes for children within the school environment.
“The Capstone is very close to the work that I do, and I am so happy I got to do that to wrap up my field service experiences,” Idris said. “Beyond that, most of my classes like program planning, program evaluation, and communications allowed me to tailor my work toward my career interests.”
Idris highlighted the practical research and data analysis skills she gained at the Clinton School as vital assets for her upcoming doctoral work, specifically noting institutional review board (IRB) training with Dr. Nichola Driver, Assistant Dean of Impact.
“If you asked me years ago what I wanted to do for my Ph.D., I might not have been able to give a specific answer, but that changed when I started my work with children and did my master’s degree with the Clinton School. It was a very important chapter of my journey,” Idris said. “I wanted to learn and to teach others. I will have research work that can be implemented for public good and public service.”
Looking toward the future, Idris aims to enter academia as a professor to research, teach, and mentor the next generation of public service professionals. She also plans to operate as a consultant to improve healthcare and education access for children, while expanding the global reach of her nonprofit organization, the Hale and Hearty Foundation for Children, a nonprofit committed to bridging the gap between health and education in underserved Nigerian communities.
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]]>The post Ali Dunbar Advocates for Water Solutions in Washington, D.C. appeared first on Clinton School of Public Service.
]]>This April, Dunbar traveled to Washington, D.C., for the Water Week Congressional Fly-In, an annual event where more than 200 professionals from all 50 states discuss water solutions through direct engagement with federal agencies and congressional offices.
Representing Rogue Water Lab as a Program Coordinator, Dunbar played a key role in the event’s outreach efforts. She produced “Hallway Hot Takes,” a series of candid 60-second social media interviews featuring water professionals. These segments provide a platform for utility leaders, agency officials, policymakers, and advocates to share their unfiltered perspectives on federal funding, infrastructure, and workforce capacity.
“At first, it was intimidating to approach people on Capitol Hill to ask for an interview, but utility leaders and agency officials were willing to share their perspectives without hesitation,” Dunbar said. “What stood out most to me was getting to hear about the real challenges they’re navigating, especially around funding, and how they are advocating for water solutions in their own communities.”
Dunbar’s path to this role was paved by her Clinton School field research. Her Practicum project, which focused on college students’ perceptions of water directly led to her position with Rogue Water Lab. Her commitment to the industry continues to grow through her recent role on the Rising Water Professionals Steering Committee for the Reservoir Center for Water Solutions.
“Being in a space with such a wide range of perspectives and hearing the urgency around drought, aging infrastructure, and affordability was a reminder how the work is deeply interconnected,” Dunbar shared. “The commitment to advancing solutions is shared across utilities, agencies, and nonprofits.”
For Dunbar, the most memorable part of the trip was the sense of shared purpose among the professionals she met.
“It was just being able to meet and learn from water professionals across the country from small and rural community water systems, big-city utilities, and members of Congress all showing up to advance water and protect communities from different vantage points.” she said.
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]]>The post Professor Emeritus Charlotte Williams Receives UAMS Distinguished Alumnus Award appeared first on Clinton School of Public Service.
]]>The award was presented in June during the UAMS Alumni Reunion Dinner in Little Rock. The annual honors recognize graduates who have demonstrated exceptional achievement, dedication, and significant contributions to their respective fields, as well as exemplary public service.
Williams is a trailblazing two-time graduate of the UAMS College of Public Health, earning her Master of Public Health in 2004 and her Doctorate in Public Health in 2008. This newest recognition highlights a career dedicated to intersecting public health strategy with community-focused leadership and education.
The UAMS honor comes after the University of Arkansas Board of Trustees granted Williams Professor Emeritus status in November 2025, honoring her nearly two decades of transformative leadership, scholarship, and academic excellence at the Clinton School.
Until her retirement in 2025, the Jonesboro native served as a Professor of Public Health and was the Founding Director of the Center on Community Philanthropy. Under her leadership, the center evolved into a multimillion-dollar unit and established pioneering initiatives such as the Scholars in Residence program and the first national Community Healing Certification program.
Additionally, Williams co-authored the first book published by a Clinton School faculty member, “Passing the Torch: Planning for the Next Generation of Leaders in Public Service.” True to that title, she has mentored hundreds of students and continues to inspire the next generation of leaders by serving as an adjunct faculty member for UAMS.
Throughout her career, Williams ensured her research had a tangible footprint across the state, forging deep community partnerships in Helena, Pine Bluff, and Blytheville. Her extensive board service includes leadership roles with the Arkansas Cancer Coalition and the UAMS Hospital Patient Advisory Council. Her contributions have previously earned her recognition as a 2024 Soiree Magazine “Woman to Watch” and the Global Impact Award from the PEARLS Foundation.
“Graduating from the UAMS College of Public Health provided me with the perfect education, training, and development that I needed to pursue my career goals in public health and public service,” she said. “I never imagined that I would be recognized in this way by my esteemed colleagues for simply doing something that I love. For me, my career has never felt like a job or work. Instead, it felt more like the privilege of service, and for that I am deeply honored to have received this award.”
As noted by UAMS leadership during the reunion, the impact of honorees like Williams extends deeply into communities across Arkansas and beyond through a lifetime of service, leadership, and dedication to public health.
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]]>The post Brandon Mazander Joins Apple, Merging Tech and Public Leadership appeared first on Clinton School of Public Service.
]]>Mazander, who recently transitioned from the Arkansas National Guard to the California National Guard, relocated to the San Francisco Bay Area for this new opportunity. He assists with complex budgeting, purchase orders, and headcount allocations to support the company’s engineering teams.
“It’s similar to what I was doing in the military, just in the corporate world right now,” Mazander said. “Being around incredibly talented people all day, every day is sometimes mind-boggling, but it’s nice to enjoy it and get to see how people are creatively collaborating on new projects.”
Mazander’s appointment follows nearly two decades of distinguished military service, moving from an infantry rifleman in the U.S. Marine Corps to the Executive Officer for the 777th Aviation Support Battalion in Arkansas. His extensive background in leading large-scale administrative, logistical, and operational directives prepared him well for the scale of one of the world’s largest tech companies.
At Apple, Mazander has also plugged into Veterans@Apple, a group dedicated to providing networking and community-building opportunities for the veterans who work at Apple. During a recent Memorial Day event, Mazander had the opportunity to meet and connect with Apple CEO Tim Cook.
As he navigates this corporate pivot, Mazander credits his coursework in the Master of Public Service (MPS) program with sharpening the critical soft skills required to manage high-performing, cross-functional teams.
“The communication skills and leadership skills are big ones, especially when leading diverse groups,” Mazander said. “A lot of those skills are translatable everywhere. The soft skills always transfer well and can be used directly in my current job.”
Mazander’s academic journey at the Clinton School has been deeply connected to his military identity. He is a member of the first cohort of the Service to Service initiative—a national partnership alongside We the Veterans and the Volcker Alliance designed to systematically transition the strategic disciplines of military veterans into lasting public leadership assets.
Prior to his move to California, Mazander balanced his online graduate coursework with his military command, his role as a husband and father, and local civic service, which included serving as a commissioner for the MacArthur Museum of Arkansas Military History.
Looking ahead, Mazander plans to focus on his new corporate responsibilities while simultaneously completing his virtual Intermediate Level Education through the Army’s Command and General Staff College.
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