social entrepreneur will face opposition at some career point. It comes with the very definition of an entrepreneur. Entrepreneurs defy cultural norms to find revolutionary, though often seemingly insane, ideas to solve the problems of life. "It takes concentrated focus, practical creativity, and a long-term source of energy to advance a system change and to ensure that the change becomes well rooted in institutions and cultures." Social entrepreneurs must have the courage and indomitable will of Florence Nightingale to succeed in a world so resistant to change. J.B. Schramm J.B. Schramm, the founder of College Summit, used his high-school and college experiences to create revolutionary college assistance for under-average teens. As a social entrepreneur in David Bornstein's book, How to Change the World, Schramm undertakes the challenge of reforming not only the way schools equip students for college, but also how students view their own strengths in lieu of what test scores might tell them. Charismatic and friendly, Schramm traveled through his years of primary and secondary school with the same group of buddies. When the time came for him to graduate from high-school, he had no doubt of his friends attending college. "We all had our strengths. And I just assumed that we'd all go on to the next stage in life together. College was a given," explains Schramm. Although he was accepted to Yale University, Schramm was shocked to find his friends were not continuing to higher education. "It lodged in me," says Schramm, "It profoundly didn't make sense. And the difference was not that they were less college capable than I was" From that time on, Schramm had a desire to see other students succeed to higher education. Schramm started working with teens who attended an after-school program with Good Shephard Ministries in 1991. He quickly realized that many of the kids had potential talents and strengths, but were not confident in their own college ability. Also, their middle ranged grades did not attract college admissions. Starting with only four students, Schramm created an intensive essay workshop, teaching and equipping the students with tools to write an essay that would help them be accepted into college. All four were admitted into schools. Schramm experimented again with four more students, and procured the same results. Students that Schramm worked with had college potential; they just needed some guidance and counsel "beyond what their test scores reveal." Soon after