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I was a Tutor Trainer for many years at a nonprofit literacy program in a large US city. I studied whole-language learning at CUNY.Don't concentrate on what he doesn't know and capitalize on what he does. What are his interests? What does he want to read right now? His ultimate goal (and it should be his, not yours) may be college, but there are many small steps to take before reaching it. Never say anything negative like "How can you expect to go to college is you don't/can't do such and such." Be positive, even if he (or you) occasionally feel things are not moving along. It may be the students who asks himself the negative questions. That is the time to switch to a new source material or take a field trip to somewhere he likes and write a short essay about it. The key is working with materials and subjects that really engage his interest. Textbooks on subjects that he isn't interested in or workbooks designed for children may frustrate him or bore him, making it more likely he will give up.Here is the basic outline of how I used to teach literacy and trained many, many tutors to successfully to do so as well.o Start with a self-motivated studento Try to discern why he didn't learn in the first place. Some people have learning disabilities or emotional issues that may be out of your comfort range.o Find out what his interests are and what he wants to read and find real-life reading materials that interest him. It doesn't matter if they seem to advanced to you.o Don't focus on specific goals such as reading at a certain level at a certain time. You are only inviting failure if the goal is not met. Keep the long term goal in mind and enjoy the successes as they come along.o Begin by reading aloud. Follow your finger along the text as you read - smoothly, don't point at the individual words. This is how most if us were introduced to reading as toddlers by our parents. If he likes, repeat the process and have him join in. Don't keep repeating things until he his bored or frustrated. The idea is not to memorize the text, but to understand what is being read. Over time he will begin to recognize familiar words. Now read aloud together with you quietly supplying words that are stumbled over. Don't stop to sound them out or define them until the end of the sentence.o Start writing immdiately with yourself as the scribe. Don't write down individual words, but wait until he has finished a phrase or sentence. When you have a few lines on paper, read them aloud, following with your finger again. For most people their own thoughts on paper are very motivating and, since the language is familiar, the words are easily recognized.o Don't correct grammar as he speaks or dictates. That sort of thing should be saved for much later. The idea now is for him to become comfortable with writing and expressing himself. Correcting spelling or grammar in these early stages emphasizes failure instead of fostering confidence. If he has questions about these issues after he has written something, give a simple answer, not a treatise on the correct use of a comma. Of course, if your student wants more information on these things, supply as much as he desires. Just don't let it sidetrack your basic reading and writing. Have him write freely - without stopping to figure out spelling if punctuation. This is how experienced writers work: draft first, refine later.o The absolutely most important thing - read and write in the natural cadence of spoken language. (Punctuation is a reflection if this - full stops are periods, pauses are commas.). Word calling - pronouncing every word as it is encountered - destroys the natural rhythm and makes it impossible to gather the meaning of the whole sentence. People don't speak that way for a reason. If your student has a question about an individual word, it should be asked and answered at the end of a sentence. Have him try to get the meaning of a new word or idea from the context of the sentence or material. Good readers make conjectures as they read and, if the meaning is not clear from the context, go to the dictionary afterward.o This brings up a another point - dictionaries are impossibly difficult for new readers. Ask if they have an idea what the word means and supply a simply answer if they don't.o Be very sensitive to how your student is feeling. He may become frustrated or bored and not want to tell you for fear of disappointing you. Ask probing questions about he feels about the materials you are reading - are they still interesting? - and the progress he is making. Sometimes it is better to just let him relax and listen to you read aloud without any "work" on his part.New readers (and at the same time writers - they go hand-in-hand) progress at thier own speed. Sometimes a lightbulb goes off and the move rapidly for a time. Sometimes, especially if they are tired after work, having family problems, or feeling stressed out about learning to read, the move very slowly. If they are just stagnant, don't beat a dead horse. Take a field trip, try new reading materials, read aloud.In the literacy program I worked with there were students who studied with their tutors for years, self-motivated by their progress to continue learning. There were others with specific goals, such as filling out a job application, that were ready to move on in a few months. A lot depended on the skills they brought to the table. It takes school children four years to reach a fourth-grade reading level (which is considered the base level for literacy). A adult may learn at a more rapid pace, but it's still not an overnight process. Patience, patience - eyes on the immediate material, hearts on the ultimate goal.Many people will disagree with this method, believing that correct grammar and spelling, drills, and workbooks should be part of the process from the beginning. I think there is a place for these things, but it is after your student has experienced success and is comfortable with reading and writing. Gathering knowledge and expressing thoughts are the basics.Some real-life source materials:Newspapers and Magazines; Instruction Manuals; Applications for Work, Housing, Admission; the Bible, Quran or other holy book; Hobby Magazines; Notices and Emails from an employer; Letters, Instructions, Report Cards, Permission Slips from a child's school; Art Books, both illustrated and instructional - The key is to let your student select what interests him and motivates him to want to read it.Lastly, I think the best thing you can do for your friend is to help him find a literacy program with trained tutors and lots of resources. A friend, especially a romantic friend, may be too emotionally involved to operatate on a teacher-student basis. Or take a tutor training course yourself and get access to experienced tutors and the resources of an organization devoted to literacy.

Here’s the thing- they’re almost right. Ivy leaguers have a significant leg up on most other colleges. Investment bankers chortle with us in our gilded halls, consultants court us like we’re fine dames, tech firms snap us up like we’re foie gras or caviar.The concept of being a “target” school for recruiting for companies versus being a “non-target” is unfortunately true. For instance take person A from Columbia University and person B from CUNY Baruch (a state school with a really kick-ass business program for undergrads ) both applying to an analyst role at Goldman Sachs.Person A goes a to a Goldman recruiting session on campus 5 minutes from his dorm, meets a Managing Director, submits his application (even though he’s neither a stellar student nor the best at his clubs) and gets an interview because the Managing Director “liked” him. Person B doesn’t have any recruiting sessions from Goldman to go to. He has to find 100’s of emails of associates, analysts, or anyone who has the name “Goldman Sachs” on their LinkedIn in the hopes of maybe catching them on the phone for 15 minutes or getting a quick coffee so they can advocate for him during recruitment. Person B’s associate friend from coffee has to fight tooth and nail for B to make it to recruitment. B somehow gets an interview because the associate who went to bat for him was a star for the firm that year.Person A and Person B both make it to first-round interviews. Person A’s interviews are more like friendly chats- because of his Ivy League pedigree the interview assumes he’s brilliant already and yuks it up with him about the fraternity A put on his resume. Person A passes with flying colors.Person B’s interview is more like a gunfight. The interviewer assumes Person B is not quite smart since he comes from a state school, and grills him on technical investment terms and concepts. Person B grinds through question to question, barely making it to the next round because “he’ll be our state school guy this year”.Hopefully this story makes sense to you.The takeaway is that Americans believe Ivy League colleges give them their dream jobs because often times they do. To get the dream jobs otherwise takes many hours of hard work and determination compared to the breeze it is for most Ivy Leaguers. It really is that easy. That’s really the obsession. It’s that simple.Hope this answers your question.

A MS in Data Analytics is a great degree and I wish I had the time / money to do one. However, you should consider two things before applying and enrolling.Do you enjoy the field of data science? Check out this MOOC: Intro to Data Science Online Course | Udacity. Go through the videos and assignments, if you enjoy it then you know your on the right track.My second point is that you should consider an applied data science bootcamp rather than another academic credential. Many “bootcamps” have started in the last 3 years to train software engineers and individuals with a technical background to meet the growing demand for data science professionals. These courses offer a combination of theory, practical application and hands-on projects in comparison to the traditional graduate degree model. These courses give you the on-the-job skills that data scientists need and a strong portfolio for interviewing.I’m currently working for a newcomer to the space. They are called K2 Data Science. This bootcamp is slightly different than the others in that it is 100% remote and meant to be done part-time during nights and weekends. Their target demographic is working professionals who have capacity take on an extra educational challenge.