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Going Beyond the Book: Redefining “Adequate” Resources in Public Schools C.R.E.A.M. TEAM Presented by…

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Presentation on theme: "Going Beyond the Book: Redefining “Adequate” Resources in Public Schools C.R.E.A.M. TEAM Presented by…"— Presentation transcript:

1 Going Beyond the Book: Redefining “Adequate” Resources in Public Schools C.R.E.A.M. TEAM Presented by…

2 Presentation Overview Research Question Thesis Methods Context Williams v. State of California Definition of resources Claims Implications Recommendations

3 Research Question What learning resources do all stake holders in education believe every student needs in order to receive a high quality education? Who is entitled to these resources? Does every student have access to these defined resources? How are communities resisting the unequal distribution of resources?

4 Thesis Since the Williams case, all schools in California have been receiving an inadequate education. Students don’t have the learning resources in order to become internationally competitive. We argue that students from urban schools are being more affected by this lack of useful and effective human resources, up- to-date technology and textbooks, and service-learning opportunities in their communities.

5 Methods QuantitativeQualitative ◦Surveys  Beverly Hills High  Manual Arts High  Crenshaw High  Los Angeles High ◦Statistical Analysis  College Opportunity Ratio  Adequate Yearly Progress  Academic Performance Index Interviews ◦Video and audio recordings & Pictures ◦Field notes from school visits ◦Personal experiences

6 From FIRST to WORST… 1950s Locally Funded and controlled CA schools regarded as best in the nation 1960-70s 1965 Watts Rebellion Serrano v. Priest Prop 13 2000 Williams v. State of California

7 Williams v. State of CA ComplaintsSettlement ◦Unsafe & Unhealthy Facility Conditions  For schools to be clean and safe ◦Teacher Vacancies and Misassignments  Assuring we have qualified teachers ◦Instructional Materials  Textbooks  Technology AB 550 ◦Sufficient textbooks or instructional materials ◦“each pupil, including English learners, has a textbook or instructional materials, or both, to use in class and to take home to complete required homework assignments” (AB 550, 18;ECS 60119)

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9 S TUDENTS HAVE ACCESS TO TECHNOLOGY AND TEXTBOOKS THAT ARE OUT - DATED AND DON ’ T PREPARE THEM FOR SOCIETY AND ACADEMIC EXCELLENCE.

10 “The pattern of inequalities is similar across all types of communication and information technologies…problem goes…to a more fundamental social stratification problem (Norris 2001).” My school has enough technology available to students.

11 “We have computers, [but] I can’t say they are all good computers.” -Brandi from Crenshaw Senior High “ Our classroom computers are about 8 years old, they don’t work.” - Ben Gertner, Principal of the School of Communication, New Media, and Technology

12 “…We have our textbooks, but … they are old, I don’t want to read a book from like 1991 I feel books need to be updated...” -Rodney from Westchester High

13 API (ED Data 2010)

14 AYP

15 Global Competitiveness “Progress in equalizing resources to students will require attention to inequalities at all levels.… State funding should be allocated to students…for specific student needs, such as poverty, limited English proficiency, or special education status ….. so that districts can afford to hire competent teachers and provide reasonable class sizes and pupil loads (Darling-Hammond, 2007).”

16 T HE HUMAN RESOURCES AT URBAN SCHOOL SITES ARE NOT PROPERLY SUPPORTED TO PROVIDE THE MOST EFFECTIVE LEARNING OPPORTUNITIES FOR THEIR STUDENTS.

17 Professional Development

18 Understaffed Understaffed “Yeah I need more teachers, that’s it…. if I had more help the kids are going to start to learn how to read faster, and they wont drop out, they would stay in school, that’s the problem right now” - Barzin, Crenshaw ELL coordinator “Well, I think it is going well, but I think they should teach us in more advanced classes” - ELL Crenshaw student

19 (UCLA/IDEA 2009)

20 Understaffed Understaffed “Because there is only one of me, I am basically overseeing the whole school, but right now our primary focus are the 12 graders and we work our way down” - Gibson, College counselor at Manual Arts Increase in counselor ratios to 1,000 students per counselor at the middle school level and 800 students per counselor at the high school level (LAUSD 2010)

21 College Opportunity Ratio (COR) (UCLA/IDEA 2009)

22 S TUDENTS OFTEN SEEK RESOURCES AND LEARNING OPPORTUNITIES OUTSIDE OF THEIR SCHOOLS.

23 Community Cultural Wealth Theory knowledge, skills, abilities, and contacts survive and resist “Community cultural wealth is an array of knowledge, skills, abilities, and contacts possessed and utilized by the communities of color to survive and resist macro and micro-forms oppression (Yosso 2005).”

24 Navigation College counseling Jobs placement Familial Strong connections with the youth Community identity Resistant Develop leadership skills. Community Organizing The Value of Youth Centers

25 Pico Youth and Family Center ◦Programs:  Academic  Music  Digital Film Making  Job Development  Case Management  Counseling “We have our own computer lab through out the center.” -Alex, PYFC “I think that a lot of the schools neglect the culture of the students.” - Rueben, PYFC

26 Chuco’s: Youth Justice Coalition Continuation High School Resource Center “On August 8 th, we are going to Sacramento to protest for the rights of student that are caught up in the [prison] system.” - Semaj, YJC student “if it wasn’t for Chuco’s, I would probably be a stay at home mom on welfare watching soap operas.” - Crystal, program coordinator.

27 “…It is part of the budget negotiation, because we’ve got to give every child in this state equal opportunities, equal education, equal learning materials, equal books, equal everything.” -Governor Arnold Schwarzenegger, 2004

28 Why the long wait? Why the long wait?

29 Where are the legislators? Where are the legislators? AssemblySenate

30 Urban schools do not have the resources for students to become internationally competitive Decreased opportunities for academic growth and civic agency A dynamic education is a RIGHT, not a PRIVILEGE Implications:

31 PROP 26 Our Recommendations: For VOTERS: NO PROP 25 YES For LEGISLATORS & POLITICIANS: Do your Job!! End Recess, get to work, and get the budget passed! Get registered @ DMV or Post-office

32 Our Recommendations: For LAUSD: Go to the state superintendent, Jack O’Connell, tell him about our research, and DEMAND updated books and technology for all our schools For Admin: Send out multi-lingual newsletters, showing how much funding your school is getting and where it is going For TEACHERS: Develop and lead your own professional developments Listen to your students!!

33 Our Recommendations: For PARENTS: Go to your child’s parent centers @ their schools Ask your child how their day went and what they learned in school For YOUNG PEOPLE: Get involved!! Pico Youth & Family Center: Contact Alex picoyouth@gmail.com Chuco’s: Youth Justice Coalition: Contact Ernie freelanow@yahoo.com

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