Oct
26
The Stars Shine In Los Angeles Schools
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Patricia Hawke asked:
Who wouldn’t love to live in sunny L.A.? The beach, the movie stars, the extremely crowded schools, poor school maintenance, and incompetent administration…Actually, a significant number of the district’s schools do not possess such conditions, despite the reputation of Los Angeles Schools.
There really are many good things about Los Angeles Schools. First of all, former Superintendent Roy Romer is staying involved by heading up “Ed in ‘08″, a project of Strong American Schools. Partly funded by the Bill and Melinda Gates Foundation, “Ed in ‘08″ has a platform based on higher standards, more effective teaching, and extra attention to students who need it. The campaign hopes to inspire voters to force presidential candidates from both parties to make education the top priority and to take up its agenda. The project is in good hands with Romer who, during his 6-year stint as the Los Angeles Schools Superintendent, helped to open two new high schools in 2005, four in 2006, and set plans in motion for over 160 schools to be constructed, expanded, or completely refurbished by 2012.
The El Camino Real High School Academic Decathlon team in Woodland Hills is another star feature of Los Angeles Schools. This year’s championship took place in Honolulu, HI. Despite amazing beauty and nearly limitless opportunities for fun, the representatives of Los Angeles Schools devote most of their time to pre-competition cramming. It all paid off, for these students took top prize, and earned glory for themselves, their school, and all the Los Angeles Schools they represent.
Within the past 6 years, the Los Angeles Schools district has built more new schools than in the previous 60 years, but also suffered a dropout rate that may be as high as 50%. In response, meet another Los Angeles Schools star, Jacob Levin. Jacob is a senior at North Hollywood High School, who argues that “school districts [are] hamstrung from providing better student services by a federal government that underfunds education.” Levin adds, “You can’t expect to have an education system that works if you don’t give kids the money they need to be able to get to college.”
Another star in the Los Angeles Schools district is the recent and highly significant state allocations to the Visual and Performing Arts education. Nearly $47 million will go to the Los Angeles Schools, and is earmarked for dance, music, theatre, and visual arts instruction. The funding comes from two sources. One is a grant of $28 million that will be given to individual Los Angeles Schools. This works out to approximately $50 per student. Current allocation is about $8 per student. Grant money may only be used for materials, supplies, and teacher training. Schools cannot upgrade facilities or hire new instructors. The second funding source ($11.3 million) will be dispersed through the Los Angeles Schools Arts Education Branch. Parents who want to influence how their school uses its Arts money need to be vocal and get involved. The money is there; now all that needs to be done is to spend it wisely.
The Los Angeles Schools district is huge; it is the largest public school system in California, and the second largest in the nation. It serves over 710,000 students, and has over 74,000 employees. The Student Handbook is available in 7 different languages: English, Spanish, Korean, Armenian, Chinese, Russian, and Vietnamese. With its size and diversity, it’s no wonder that Los Angeles Schools have all these stars!
DESCOTEAUX
Who wouldn’t love to live in sunny L.A.? The beach, the movie stars, the extremely crowded schools, poor school maintenance, and incompetent administration…Actually, a significant number of the district’s schools do not possess such conditions, despite the reputation of Los Angeles Schools.
There really are many good things about Los Angeles Schools. First of all, former Superintendent Roy Romer is staying involved by heading up “Ed in ‘08″, a project of Strong American Schools. Partly funded by the Bill and Melinda Gates Foundation, “Ed in ‘08″ has a platform based on higher standards, more effective teaching, and extra attention to students who need it. The campaign hopes to inspire voters to force presidential candidates from both parties to make education the top priority and to take up its agenda. The project is in good hands with Romer who, during his 6-year stint as the Los Angeles Schools Superintendent, helped to open two new high schools in 2005, four in 2006, and set plans in motion for over 160 schools to be constructed, expanded, or completely refurbished by 2012.
The El Camino Real High School Academic Decathlon team in Woodland Hills is another star feature of Los Angeles Schools. This year’s championship took place in Honolulu, HI. Despite amazing beauty and nearly limitless opportunities for fun, the representatives of Los Angeles Schools devote most of their time to pre-competition cramming. It all paid off, for these students took top prize, and earned glory for themselves, their school, and all the Los Angeles Schools they represent.
Within the past 6 years, the Los Angeles Schools district has built more new schools than in the previous 60 years, but also suffered a dropout rate that may be as high as 50%. In response, meet another Los Angeles Schools star, Jacob Levin. Jacob is a senior at North Hollywood High School, who argues that “school districts [are] hamstrung from providing better student services by a federal government that underfunds education.” Levin adds, “You can’t expect to have an education system that works if you don’t give kids the money they need to be able to get to college.”
Another star in the Los Angeles Schools district is the recent and highly significant state allocations to the Visual and Performing Arts education. Nearly $47 million will go to the Los Angeles Schools, and is earmarked for dance, music, theatre, and visual arts instruction. The funding comes from two sources. One is a grant of $28 million that will be given to individual Los Angeles Schools. This works out to approximately $50 per student. Current allocation is about $8 per student. Grant money may only be used for materials, supplies, and teacher training. Schools cannot upgrade facilities or hire new instructors. The second funding source ($11.3 million) will be dispersed through the Los Angeles Schools Arts Education Branch. Parents who want to influence how their school uses its Arts money need to be vocal and get involved. The money is there; now all that needs to be done is to spend it wisely.
The Los Angeles Schools district is huge; it is the largest public school system in California, and the second largest in the nation. It serves over 710,000 students, and has over 74,000 employees. The Student Handbook is available in 7 different languages: English, Spanish, Korean, Armenian, Chinese, Russian, and Vietnamese. With its size and diversity, it’s no wonder that Los Angeles Schools have all these stars!
DESCOTEAUX
Sep
30
Overcrowding A Problem For Some Los Angeles Schools
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Patricia Hawke asked:
A long time ago, kids went to school in a one-room schoolhouse. Kids ranged in age from around 7 to 16, and were all taught by the same teacher. In the cities, schools were mostly run by religious organizations or sometimes the town’s city council took over the responsibility of educating the young people.
As our population has increased, the need for more teachers and more classrooms and even more school buildings has grown exponentially. Nowhere is that more evident than in Los Angeles Schools.
Los Angeles Schools have seen a population explosion over the past few years. Higher birthrates as well as new residents moving to the city have led to Los Angeles Schools that are operating way over capacity. The overflow of students is spilling into portable classrooms, and at many Los Angeles Schools children share deteriorating bathrooms, a single eating area and an overcrowded playground.
Faced with the increasing challenge of getting Los Angeles Public Schools kids to lunch around lunchtime and making sure they are getting enough physical exercise throughout out the school day, Los Angeles Schools principals find themselves forced to cut special programs.
Another problem Los Angeles Schools are facing due to overcrowding is that schools don’t have to capacity to house all those extra kids. Some Los Angeles Schools have a student population that is at least three times the size the building was designed to serve.
Because of these larger class sizes in the Los Angeles Schools, principals are finding that they also lack the necessary teachers needed to accommodate them. Other problems Los Angeles Schools students are facing in the classroom is that they can’t get the proper attention they need from their teachers. Needing to spend a lot more time on discipline, teachers can’t always get to each and everyone of their students each and every day. Los Angeles Schools teachers also have more papers to grade and more parents to conference with.
According to recent studies, being in an overcrowded class means that kids are performing at a lower achievement rate than they would in a normal-sized or even small-sized classroom. Kids that need help from their teacher may need to wait a long time before the teacher can get to them, since he or she is most likely working with another student at the time. This empty time can lead to bullying, disruptive behavior, or other nonproductive activities.
Some Los Angeles Schools teachers are reacting to the problems of overcrowding with morning demonstrations against the rising class sizes. They have been outside their school picketing for a few minutes each morning before class begins. They want to open the public’s eyes to the fact that having too many kids in one class makes it nearly impossible to give each student the attention they deserve.
The teachers say that having too many students in one class makes it harder for them to spend enough time with each. They have been holding picket signs outside of the school this week for a few minutes before classes begin.
Overcrowding is definitely a big problem for Los Angeles Schools.
PARENTE
A long time ago, kids went to school in a one-room schoolhouse. Kids ranged in age from around 7 to 16, and were all taught by the same teacher. In the cities, schools were mostly run by religious organizations or sometimes the town’s city council took over the responsibility of educating the young people.
As our population has increased, the need for more teachers and more classrooms and even more school buildings has grown exponentially. Nowhere is that more evident than in Los Angeles Schools.
Los Angeles Schools have seen a population explosion over the past few years. Higher birthrates as well as new residents moving to the city have led to Los Angeles Schools that are operating way over capacity. The overflow of students is spilling into portable classrooms, and at many Los Angeles Schools children share deteriorating bathrooms, a single eating area and an overcrowded playground.
Faced with the increasing challenge of getting Los Angeles Public Schools kids to lunch around lunchtime and making sure they are getting enough physical exercise throughout out the school day, Los Angeles Schools principals find themselves forced to cut special programs.
Another problem Los Angeles Schools are facing due to overcrowding is that schools don’t have to capacity to house all those extra kids. Some Los Angeles Schools have a student population that is at least three times the size the building was designed to serve.
Because of these larger class sizes in the Los Angeles Schools, principals are finding that they also lack the necessary teachers needed to accommodate them. Other problems Los Angeles Schools students are facing in the classroom is that they can’t get the proper attention they need from their teachers. Needing to spend a lot more time on discipline, teachers can’t always get to each and everyone of their students each and every day. Los Angeles Schools teachers also have more papers to grade and more parents to conference with.
According to recent studies, being in an overcrowded class means that kids are performing at a lower achievement rate than they would in a normal-sized or even small-sized classroom. Kids that need help from their teacher may need to wait a long time before the teacher can get to them, since he or she is most likely working with another student at the time. This empty time can lead to bullying, disruptive behavior, or other nonproductive activities.
Some Los Angeles Schools teachers are reacting to the problems of overcrowding with morning demonstrations against the rising class sizes. They have been outside their school picketing for a few minutes each morning before class begins. They want to open the public’s eyes to the fact that having too many kids in one class makes it nearly impossible to give each student the attention they deserve.
The teachers say that having too many students in one class makes it harder for them to spend enough time with each. They have been holding picket signs outside of the school this week for a few minutes before classes begin.
Overcrowding is definitely a big problem for Los Angeles Schools.
PARENTE
Aug
6
The Los Angeles Schools Bond Measure - Is It Needed?
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Patricia Hawke asked:
On November 8th, the voters of who live in the Los Angeles schools district will be faced with their fourth proposition, called Measure Y. The $3.985 bond measure, which will be paid by property taxes, is for more planned expansion within the Los Angeles schools, allowing them to add another 25 elementary schools to the current list of 160 schools that are scheduled to be constructed by year 2012. Some of the money also is slated for other needs, such as new school buses, repairs and charter schools.
The other three bond measures were passed for Los Angeles schools new construction and repairs that were long overdue. Classrooms were literally falling apart, and classes were excessively overcrowded with year-round schedules for many schools. The previously passed measures underwrote the current 160 schools on the list for construction.
Many people, however, are asking if this fourth measure is truly needed. According to the Los Angeles Daily News, the traditional Los Angeles schools are slowly but steadily losing students from their rolls. Since the 2002-2003 school year, the traditional Los Angeles schools have lost 4,471 students. According to Los Angeles schools officials, they expect another 4,304 to be dropped this year. There are several reasons for these drops in enrollment.
First, one in every 20 students is choosing to attend a charter or private school, rather than attend traditional Los Angeles schools. The 88 charter schools within the state now enroll about three percent (about 200,000) of the public school students. About 35,000 of these students attend charter schools within the Los Angeles schools. The number of charter schools within the state continues to increase, with another 20 new charter schools planned for this fall.
The California Charter Schools Association predicts that ten percent of public school students within the state will attend charter schools by the year 2014, with perhaps an even higher percentage in the Los Angeles schools area. They cite that the number of charter schools would need to triple in order to accommodate all of the students currently on waiting lists. With the smaller size and flexibility of charter schools, they can be created and implemented in a very short time, as compared to the large, traditional Los Angeles schools that take years to construct.
The second reason for the drastic drop in enrollment at the Los Angeles schools is birth and lifestyle trends:
? Los Angeles County statistics have shown that hundreds of fewer babies are being born in the county each year. The trend is expected to continue through to the end of the decade.
? Upper income singles and couples with few children have replaced neighborhoods that were once inhabited by large immigrant families. With the rising housing prices in the Los Angeles schools area, most young families or families with many children can no longer afford to live there, opting to move to areas with lower costs of living.
? Additionally, according to researchers at the Public Policy Institute of California, another trend is smaller immigrant families. In their 2002 report, they show that after the first generation, immigrant families successively have smaller families.
Glenn Gritzner, special assistant to the Los Angeles schools, says that the Los Angeles schools have taken the changes in demographics into consideration, but they are not critical enough to change the school building plans. Gritzner states that, if school plans and trends/statistics remain on course through 2012, there still will be 200,000 Los Angeles schools students in portable classrooms and plenty of overcrowded Los Angeles schools remaining. Plus, trends are only current patterns that are subject to change. Measure Y definitely is warranted.
WENTHOLD
On November 8th, the voters of who live in the Los Angeles schools district will be faced with their fourth proposition, called Measure Y. The $3.985 bond measure, which will be paid by property taxes, is for more planned expansion within the Los Angeles schools, allowing them to add another 25 elementary schools to the current list of 160 schools that are scheduled to be constructed by year 2012. Some of the money also is slated for other needs, such as new school buses, repairs and charter schools.
The other three bond measures were passed for Los Angeles schools new construction and repairs that were long overdue. Classrooms were literally falling apart, and classes were excessively overcrowded with year-round schedules for many schools. The previously passed measures underwrote the current 160 schools on the list for construction.
Many people, however, are asking if this fourth measure is truly needed. According to the Los Angeles Daily News, the traditional Los Angeles schools are slowly but steadily losing students from their rolls. Since the 2002-2003 school year, the traditional Los Angeles schools have lost 4,471 students. According to Los Angeles schools officials, they expect another 4,304 to be dropped this year. There are several reasons for these drops in enrollment.
First, one in every 20 students is choosing to attend a charter or private school, rather than attend traditional Los Angeles schools. The 88 charter schools within the state now enroll about three percent (about 200,000) of the public school students. About 35,000 of these students attend charter schools within the Los Angeles schools. The number of charter schools within the state continues to increase, with another 20 new charter schools planned for this fall.
The California Charter Schools Association predicts that ten percent of public school students within the state will attend charter schools by the year 2014, with perhaps an even higher percentage in the Los Angeles schools area. They cite that the number of charter schools would need to triple in order to accommodate all of the students currently on waiting lists. With the smaller size and flexibility of charter schools, they can be created and implemented in a very short time, as compared to the large, traditional Los Angeles schools that take years to construct.
The second reason for the drastic drop in enrollment at the Los Angeles schools is birth and lifestyle trends:
? Los Angeles County statistics have shown that hundreds of fewer babies are being born in the county each year. The trend is expected to continue through to the end of the decade.
? Upper income singles and couples with few children have replaced neighborhoods that were once inhabited by large immigrant families. With the rising housing prices in the Los Angeles schools area, most young families or families with many children can no longer afford to live there, opting to move to areas with lower costs of living.
? Additionally, according to researchers at the Public Policy Institute of California, another trend is smaller immigrant families. In their 2002 report, they show that after the first generation, immigrant families successively have smaller families.
Glenn Gritzner, special assistant to the Los Angeles schools, says that the Los Angeles schools have taken the changes in demographics into consideration, but they are not critical enough to change the school building plans. Gritzner states that, if school plans and trends/statistics remain on course through 2012, there still will be 200,000 Los Angeles schools students in portable classrooms and plenty of overcrowded Los Angeles schools remaining. Plus, trends are only current patterns that are subject to change. Measure Y definitely is warranted.
WENTHOLD
Jul
26
Los Angeles Schools Run Nation’s Second Largest District
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Patricia Hawke asked:
In terms of numbers, Los Angeles Schools make up the second largest public school district in the country. Only New York City Schools top them. The issues of running any urban system are complex, but in massive districts the numbers make efforts even more difficult.
Los Angeles Schools Struggle with Graduation Rates
Simply getting students to graduate is a challenge for the Los Angeles Schools. A 2006 USA Today study reported that Los Angeles Schools were among several large urban districts with less than 50% of its students gradating from high school on time. That report put the number of graduates in Los Angeles Schools at 44.2%. This is well under the California state graduation rate of 71%.
Another report released from Princeton University in 2005 estimated the lost income of these dropouts at over $36 billion. These numbers are not surprising to educators in the Los Angeles Schools. Numerous studies over the years have confirmed what Los Angeles Schools teachers know. High School drop-outs are far more likely to become teen parents, commit crimes, and use government funded social and medical services. Graduates have higher incomes, raise better-educated children, and experience other social benefits.
Los Angeles Schools Receive Funds
As the result of a 2005 lawsuit filed by State Schools Chief Jack O’Connell and the California Teachers Association, some of the poorest rated Los Angeles Schools were awarded extra funding in May of 2007. The lawsuit was filed in 2006 against California Governor Schwarzenegger and the California Department of Finance. It alleged that they had failed to appropriately fund Proposition 98 during the 2004 to 2006 school years.
O’Connell is using the lawsuit’s awards to provide $2.7 billion to some of California and Los Angeles Schools’ highest risk schools. The funds are part of a program called the Quality Education Investment Act. The funds will provide chosen Los Angeles Schools with additional per pupil funds of $500 for k-3rd grade, $900 for 4th through 8th, and $1,000 for 9th through 12th . Los Angeles Schools intend to use the money for hiring more teachers, addressing class size concerns, professional development, and hiring in-school counselors.
Los Angeles Schools are in need in many areas. The national achievement gap is huge here because of a large population of English Language Learners, and a low socio-economic population. One concern of the Princeton study mentioned above is that it pointed out huge discrepancies in graduation rates between white and non-white students. African-American students and Hispanic students have the lowest graduation rates; and Los Angeles Schools are largely made up of these student minorities. Over 100 Los Angeles Schools will receive the additional funds over the next seven years.
WOODDELL
In terms of numbers, Los Angeles Schools make up the second largest public school district in the country. Only New York City Schools top them. The issues of running any urban system are complex, but in massive districts the numbers make efforts even more difficult.
Los Angeles Schools Struggle with Graduation Rates
Simply getting students to graduate is a challenge for the Los Angeles Schools. A 2006 USA Today study reported that Los Angeles Schools were among several large urban districts with less than 50% of its students gradating from high school on time. That report put the number of graduates in Los Angeles Schools at 44.2%. This is well under the California state graduation rate of 71%.
Another report released from Princeton University in 2005 estimated the lost income of these dropouts at over $36 billion. These numbers are not surprising to educators in the Los Angeles Schools. Numerous studies over the years have confirmed what Los Angeles Schools teachers know. High School drop-outs are far more likely to become teen parents, commit crimes, and use government funded social and medical services. Graduates have higher incomes, raise better-educated children, and experience other social benefits.
Los Angeles Schools Receive Funds
As the result of a 2005 lawsuit filed by State Schools Chief Jack O’Connell and the California Teachers Association, some of the poorest rated Los Angeles Schools were awarded extra funding in May of 2007. The lawsuit was filed in 2006 against California Governor Schwarzenegger and the California Department of Finance. It alleged that they had failed to appropriately fund Proposition 98 during the 2004 to 2006 school years.
O’Connell is using the lawsuit’s awards to provide $2.7 billion to some of California and Los Angeles Schools’ highest risk schools. The funds are part of a program called the Quality Education Investment Act. The funds will provide chosen Los Angeles Schools with additional per pupil funds of $500 for k-3rd grade, $900 for 4th through 8th, and $1,000 for 9th through 12th . Los Angeles Schools intend to use the money for hiring more teachers, addressing class size concerns, professional development, and hiring in-school counselors.
Los Angeles Schools are in need in many areas. The national achievement gap is huge here because of a large population of English Language Learners, and a low socio-economic population. One concern of the Princeton study mentioned above is that it pointed out huge discrepancies in graduation rates between white and non-white students. African-American students and Hispanic students have the lowest graduation rates; and Los Angeles Schools are largely made up of these student minorities. Over 100 Los Angeles Schools will receive the additional funds over the next seven years.
WOODDELL
Jul
17
Los Angeles Schools Welcome Back the Arts
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Patricia Hawke asked:
Los Angeles Schools are seeing a steady increase in arts education as the dual result of a long-term program and recent state funding. The Arts for All program was initiated in 2002 as a 10-year plan to restore arts education to the 80 districts of Los Angeles Schools. The project focuses on bringing music, dance, drama and the visual arts to K-12 schools in the area. Nine schools have just signed up for the 2007-2008 school year, bringing the total number of Los Angeles Schools involved up to 27.
Two of the newest participants are the Lancaster and Palmdale districts of Los Angeles Schools. Both schools completely eliminated their elementary music programs in the last decade due to budget cuts and increased pressure to perform on state tests. Major cuts first began for Los Angeles Schools with Proposition 13 in 1978. This California mandate reduced property taxes and district funds, which required all Los Angeles Schools to reduce or eliminate arts and physical education classes.
Los Angeles Schools were pleased when the state announced funding of $500 million for art, music and physical education classes in the beginning of June. Los Angeles Schools will use much of these funds for the Arts for All Program. Arts for All is built on a five-step process which, while proven effective, costs money. The five steps involved are:
1. Allocating 5% of a district’s budget to arts education
2. Having a board adopted policy
3. Creating an implementation plan with a timeline
4. Assigning a district level arts coordinator
5. Maintaining a student to arts teacher ratio of 400:1
Los Angeles Schools will pay for a program expert to guide parents, staff and community members in the creation of their implementation plan. The Lancaster district has an additional grant of $260,000 for its art and music programs.
Los Angeles Schools welcome the increased funding as a long overdue measure. Many educators in the Los Angeles Schools have lamented the loss of the arts as harmful to student development. While many of the cuts to arts education result from diverting funds to cover academic subjects needed to pass state tests, teachers argue that art actually enhances learning, allows children to make connections between subjects, and provides a much needed balance to education.
Like the rest of the country’s urban districts Los Angeles Schools are trying to meet the 2014 No Child Left Behind requirement that mandates proficiency on state tests by all students regardless of developmental delays or language barriers. Diverting funding away from the arts has put Los Angeles Schools in a situation where children as young as third grade are losing recess, physical activity and a basic arts background in a frenzied scramble to meet rising national standards.
SKEEM
Los Angeles Schools are seeing a steady increase in arts education as the dual result of a long-term program and recent state funding. The Arts for All program was initiated in 2002 as a 10-year plan to restore arts education to the 80 districts of Los Angeles Schools. The project focuses on bringing music, dance, drama and the visual arts to K-12 schools in the area. Nine schools have just signed up for the 2007-2008 school year, bringing the total number of Los Angeles Schools involved up to 27.
Two of the newest participants are the Lancaster and Palmdale districts of Los Angeles Schools. Both schools completely eliminated their elementary music programs in the last decade due to budget cuts and increased pressure to perform on state tests. Major cuts first began for Los Angeles Schools with Proposition 13 in 1978. This California mandate reduced property taxes and district funds, which required all Los Angeles Schools to reduce or eliminate arts and physical education classes.
Los Angeles Schools were pleased when the state announced funding of $500 million for art, music and physical education classes in the beginning of June. Los Angeles Schools will use much of these funds for the Arts for All Program. Arts for All is built on a five-step process which, while proven effective, costs money. The five steps involved are:
1. Allocating 5% of a district’s budget to arts education
2. Having a board adopted policy
3. Creating an implementation plan with a timeline
4. Assigning a district level arts coordinator
5. Maintaining a student to arts teacher ratio of 400:1
Los Angeles Schools will pay for a program expert to guide parents, staff and community members in the creation of their implementation plan. The Lancaster district has an additional grant of $260,000 for its art and music programs.
Los Angeles Schools welcome the increased funding as a long overdue measure. Many educators in the Los Angeles Schools have lamented the loss of the arts as harmful to student development. While many of the cuts to arts education result from diverting funds to cover academic subjects needed to pass state tests, teachers argue that art actually enhances learning, allows children to make connections between subjects, and provides a much needed balance to education.
Like the rest of the country’s urban districts Los Angeles Schools are trying to meet the 2014 No Child Left Behind requirement that mandates proficiency on state tests by all students regardless of developmental delays or language barriers. Diverting funding away from the arts has put Los Angeles Schools in a situation where children as young as third grade are losing recess, physical activity and a basic arts background in a frenzied scramble to meet rising national standards.
SKEEM
Apr
16
Lots Riding on the Los Angeles Unified School District
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Patricia Hawke asked:
Many, many people live in Los Angeles. As of the latest census there were an estimated 9,948,081 people living there. Los Angeles covers a land area of 4,061 square miles, with 2,344 persons occupying each of those areas. It goes without saying that this is a lot of people! Several of these residents have children; 27.6% of these residents are persons from 5 years old to 18 years old. That’s a lot of kids…over 710,000 to be exact. These students attend one of the many Los Angeles Schools, where they are served by the Los Angeles Schools 74,000 district employees.
With so many “clients” to serve, Los Angeles Schools need lots of help, and plenty of it comes from grants, state funding, and donations from private organizations. While money won’t solve all the issues, it is indeed an important component in the quest to improve the education provided by Los Angeles Public Schools.
For example, a new project, entitled “Ed in ‘08” has started. Named “Strong American Schools” and partly funded by the Bill and Melinda Gates Foundation, “Ed in ‘08” has a platform based on higher standards, more effective teaching, and extra attention to Los Angeles Schools students who need it. The campaign hopes to inspire voters to force presidential candidates from both parties to make education the top priority and to take up its agenda. Higher standards for students means that the Los Angeles Schools will turn out students who are even more prepared to enter college or the workforce than the previous generation of students.
More effective Los Angeles Schools teachers are those who have attended inservice training, and have learned about “best teaching practices”; a national philosophy of teaching that attempts to give all students the attention they need and deserve in a safe, effective learning environment. Giving extra attention to students in need, such as those who have fallen behind in school is the 3rd goal of the project. Los Angeles Schools want all their students to succeed; but some students need more help reaching this goal than others. More teachers, innovative curriculum, and special programs are necessary to help these students reach their potential.
In a city that is home to Hollywood, one would expect there to be an excellent Arts program. The school system serving Los Angeles Schools works diligently to make this happen. In fact, recent and highly significant state allocations to the Visual and Performing Arts education have been made. Nearly $47 million will go to the Los Angeles Schools, and is earmarked for dance, music, theatre, and visual arts instruction. Los Angeles Schools have a great interest in graduating students who are skilled in these areas; why not use hometown talent to drive the movie business?
DICKSON
Many, many people live in Los Angeles. As of the latest census there were an estimated 9,948,081 people living there. Los Angeles covers a land area of 4,061 square miles, with 2,344 persons occupying each of those areas. It goes without saying that this is a lot of people! Several of these residents have children; 27.6% of these residents are persons from 5 years old to 18 years old. That’s a lot of kids…over 710,000 to be exact. These students attend one of the many Los Angeles Schools, where they are served by the Los Angeles Schools 74,000 district employees.
With so many “clients” to serve, Los Angeles Schools need lots of help, and plenty of it comes from grants, state funding, and donations from private organizations. While money won’t solve all the issues, it is indeed an important component in the quest to improve the education provided by Los Angeles Public Schools.
For example, a new project, entitled “Ed in ‘08” has started. Named “Strong American Schools” and partly funded by the Bill and Melinda Gates Foundation, “Ed in ‘08” has a platform based on higher standards, more effective teaching, and extra attention to Los Angeles Schools students who need it. The campaign hopes to inspire voters to force presidential candidates from both parties to make education the top priority and to take up its agenda. Higher standards for students means that the Los Angeles Schools will turn out students who are even more prepared to enter college or the workforce than the previous generation of students.
More effective Los Angeles Schools teachers are those who have attended inservice training, and have learned about “best teaching practices”; a national philosophy of teaching that attempts to give all students the attention they need and deserve in a safe, effective learning environment. Giving extra attention to students in need, such as those who have fallen behind in school is the 3rd goal of the project. Los Angeles Schools want all their students to succeed; but some students need more help reaching this goal than others. More teachers, innovative curriculum, and special programs are necessary to help these students reach their potential.
In a city that is home to Hollywood, one would expect there to be an excellent Arts program. The school system serving Los Angeles Schools works diligently to make this happen. In fact, recent and highly significant state allocations to the Visual and Performing Arts education have been made. Nearly $47 million will go to the Los Angeles Schools, and is earmarked for dance, music, theatre, and visual arts instruction. Los Angeles Schools have a great interest in graduating students who are skilled in these areas; why not use hometown talent to drive the movie business?
DICKSON
Apr
1
Dropouts On the Rise in Los Angeles Schools. Many Blame New Graduation Requirements and An Unprepared Math Teaching Structure for Math
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Patricia Hawke asked:
In 2003, the Los Angeles schools implemented a new policy of graduation requirements. The intention was to graduate Los Angeles schools students that were better-educated and groomed for college and high-level jobs. Requirements included graduates to pass one year of algebra and one of geometry, or equivalent coursework.
Though the intention was good and the Los Angeles schools policy should work in theory, the reality is giving a much different and more dismal picture. Los Angeles schools students are unprepared to meet the new demands and are failing algebra by the thousands. Coursework that used to differentiate a college-bound student from those planning to attend technical schools or directly enter the workforce, algebra is now the cause of many Los Angeles schools students giving up and dropping out.
According to Los Angeles schools Superintendent Roy Romer, algebra is now the reason for more student dropouts than any other subject. The frustration of consistently failing algebra gives a sense of hopelessness. More and more students are giving up the hope of a high school diploma from the Los Angeles schools as futile. Some have even thought of committing ******* — all because of a mathematics requirement, and it will get worse before it gets better!
In the fall of 2004, 48,000 Los Angeles schools students in the ninth grade took Beginning Algebra. Of this group, 44 percent failed and seven percent received a grade of D, totaling 29,000 Los Angeles schools students either failing or just barely passing. Of those students who repeated the class in the spring, almost three-fourths failed again.
The failures and near failures, especially for students who had to repeat the class, has left many Los Angeles schools students discouraged and teachers frustrated.
One Los Angeles schools algebra teacher said that he failed 90 percent of his students, but seemed to blame the children for the failure. He noted that many students ignored their homework, rarely studied for tests, and often skipped his class. My question is this: Are the students lazy and do not care, as depicted by this teacher — or are they being taught algebra in a manner they cannot understand and have just given up, possibly long before this teacher was assigned to them?
I know from experience that not all mathematics teachers should be teaching math. I took basic mathematics coursework all through school, and then decided to attend college as an adult. This meant that I had to take a lot of extra mathematics classes to catch up to the other students’ skill level. In one class, I absolutely could not understand the instructor or the math he was teaching, which thoroughly confused me. In middle school, my math teacher told me I should have been taking advanced math, because it came so easy to me. Finally, I spoke to the college instructor after class, asking if he could explain it to me differently. His response, “If you can’t get it here, hire a tutor.” Later, in my eighth college math course of Inferential Statistics, I told my professor, who had a Ph.D. in statistics, about the incident. He said that anyone, who cannot explain mathematics at least five different ways, should not be teaching the course at any educational level.
Apparently, Los Angeles Schools Superintendent Romer agrees with my professor. He believes the fault is in the cumulative failure of the ability to teach mathematics adequately in the public school system.
With the increased mathematics requirements, there is a shortage of credentialed teachers in the Los Angeles schools at all levels — meaning that teachers are certified in their subject or had the subject as their major or minor in college. Los Angeles schools high schools have 20 percent of their math teachers who lack these credentials. Even the state has problems with 40 percent of all eighth grade teachers teaching outside of their field of expertise.
Many Los Angeles schools students are beginning algebra who cannot add fractions or convert percentages to decimals, and they do not know their multiplication tables. Algebra teachers cannot provide a review of basic math, since the Los Angeles schools mandate they teach at a rapid pace. Additionally, many students repeating algebra are assigned to the same teachers, from whom they previously did not learn.
Now, the Los Angeles schools have raised the graduation requirements again, before making the prior policy a success. By 2016, Los Angeles schools graduates, who are now in the second grade, will be required to meet the entry requirements for the University of California — whether they plan to attend college or not. This means that the 2016 graduates must pass a third year of advanced mathematics (such as Algebra II) and four years of English.
Knowing simple algebra means the difference between a menial job at near-to-minimum wage and a high-level career. Even blue-collar apprenticeship programs, such as electricians and plumbers, now require higher math skills to calculate needed materials. It is obvious that the skills are needed, so the solution for the Los Angeles schools is not a new policy that is more stringent than the first.
With some algebra being introduced now in kindergarten, the Los Angeles schools from elementary through high school must be equipped to appropriately teach it and motivate students to learn it. The “failure to graduate” threat only produces a higher dropout rate for the Los Angeles schools. The solution is credentialed teachers with a slower teaching pace and remedial math classes for students prior to repeating algebra.
CLINE
In 2003, the Los Angeles schools implemented a new policy of graduation requirements. The intention was to graduate Los Angeles schools students that were better-educated and groomed for college and high-level jobs. Requirements included graduates to pass one year of algebra and one of geometry, or equivalent coursework.
Though the intention was good and the Los Angeles schools policy should work in theory, the reality is giving a much different and more dismal picture. Los Angeles schools students are unprepared to meet the new demands and are failing algebra by the thousands. Coursework that used to differentiate a college-bound student from those planning to attend technical schools or directly enter the workforce, algebra is now the cause of many Los Angeles schools students giving up and dropping out.
According to Los Angeles schools Superintendent Roy Romer, algebra is now the reason for more student dropouts than any other subject. The frustration of consistently failing algebra gives a sense of hopelessness. More and more students are giving up the hope of a high school diploma from the Los Angeles schools as futile. Some have even thought of committing ******* — all because of a mathematics requirement, and it will get worse before it gets better!
In the fall of 2004, 48,000 Los Angeles schools students in the ninth grade took Beginning Algebra. Of this group, 44 percent failed and seven percent received a grade of D, totaling 29,000 Los Angeles schools students either failing or just barely passing. Of those students who repeated the class in the spring, almost three-fourths failed again.
The failures and near failures, especially for students who had to repeat the class, has left many Los Angeles schools students discouraged and teachers frustrated.
One Los Angeles schools algebra teacher said that he failed 90 percent of his students, but seemed to blame the children for the failure. He noted that many students ignored their homework, rarely studied for tests, and often skipped his class. My question is this: Are the students lazy and do not care, as depicted by this teacher — or are they being taught algebra in a manner they cannot understand and have just given up, possibly long before this teacher was assigned to them?
I know from experience that not all mathematics teachers should be teaching math. I took basic mathematics coursework all through school, and then decided to attend college as an adult. This meant that I had to take a lot of extra mathematics classes to catch up to the other students’ skill level. In one class, I absolutely could not understand the instructor or the math he was teaching, which thoroughly confused me. In middle school, my math teacher told me I should have been taking advanced math, because it came so easy to me. Finally, I spoke to the college instructor after class, asking if he could explain it to me differently. His response, “If you can’t get it here, hire a tutor.” Later, in my eighth college math course of Inferential Statistics, I told my professor, who had a Ph.D. in statistics, about the incident. He said that anyone, who cannot explain mathematics at least five different ways, should not be teaching the course at any educational level.
Apparently, Los Angeles Schools Superintendent Romer agrees with my professor. He believes the fault is in the cumulative failure of the ability to teach mathematics adequately in the public school system.
With the increased mathematics requirements, there is a shortage of credentialed teachers in the Los Angeles schools at all levels — meaning that teachers are certified in their subject or had the subject as their major or minor in college. Los Angeles schools high schools have 20 percent of their math teachers who lack these credentials. Even the state has problems with 40 percent of all eighth grade teachers teaching outside of their field of expertise.
Many Los Angeles schools students are beginning algebra who cannot add fractions or convert percentages to decimals, and they do not know their multiplication tables. Algebra teachers cannot provide a review of basic math, since the Los Angeles schools mandate they teach at a rapid pace. Additionally, many students repeating algebra are assigned to the same teachers, from whom they previously did not learn.
Now, the Los Angeles schools have raised the graduation requirements again, before making the prior policy a success. By 2016, Los Angeles schools graduates, who are now in the second grade, will be required to meet the entry requirements for the University of California — whether they plan to attend college or not. This means that the 2016 graduates must pass a third year of advanced mathematics (such as Algebra II) and four years of English.
Knowing simple algebra means the difference between a menial job at near-to-minimum wage and a high-level career. Even blue-collar apprenticeship programs, such as electricians and plumbers, now require higher math skills to calculate needed materials. It is obvious that the skills are needed, so the solution for the Los Angeles schools is not a new policy that is more stringent than the first.
With some algebra being introduced now in kindergarten, the Los Angeles schools from elementary through high school must be equipped to appropriately teach it and motivate students to learn it. The “failure to graduate” threat only produces a higher dropout rate for the Los Angeles schools. The solution is credentialed teachers with a slower teaching pace and remedial math classes for students prior to repeating algebra.
CLINE
Mar
25
Los Angeles Schools Strongly Opposed to Takeover By Mayor Villaraigosa
Filed Under Education | Comments Off
Patricia Hawke asked:
There is currently legislation AB 1381 in the state legislature that, if passed, will give the okay to Mayor Antonio Villaraigosa to take over a subset of the Los Angeles schools. Recently, the mayor’s school reform team announced its latest round of changes to the bill in order to sidestep some possible problems to it passing.
Last month, according to the Los Angeles Times’ August 8, 2006 article, Los Angeles Chief Legislative Analyst Gerry F. Miller made certain speculations about the bill. He believes, if the bill is passed, the following may occur:
• Some power could shift from the City Council to Villaraigosa;
• Additional costs may be incurred by the cities that are served by the Los Angeles schools; and
• These same cities, as well as the Council of Mayors, could incur certain legal liabilities.
Legal responsibilities and costs could shift with the power, since the bill gives responsibility for the subset of Los Angeles schools directly to Villaraigosa, who dominates the Council of Mayors with an 80 percent vote. The Council of Mayors consists of Villaraigosa, representatives from the County Board of Supervisors, and representatives of 27 other cities that are served by the Los Angeles schools.
The recently announced changes to the bill are to placate the officials and representatives of the 27 other cities concerning Miller’s speculations, as well as protect the legislation from being defeated due to criticisms from opponents who are aligned with the Los Angeles schools officials, who are strongly opposed to the takeover.
The new language added to the bill does the following:
• Budget administration for the Los Angeles schools will remain with the City Councils of the cities served by the school district, as it currently stands. This eliminates the possibility of additional costs being incurred by any of the cities served.
• Responsibility for any lawsuits or legal issues will remain with the Los Angeles schools, even though Villaraigosa will be making most of the decisions. This ensures that the County of Los Angeles and the cities involved will be held blameless.
• The takeover of the Los Angeles schools subset is now likened to a school district authorizing a charter school. It is hoped by Villaraigosa’s team that this language will sidestep the state constitution provision that requires public schools to be overseen by established school systems.
Kevin Reed, general counsel for the Los Angeles schools, was quite critical of the bill’s new language, especially concerning legal responsibility. He also said the comparison of Villaraigosa’s takeover to a charter school, which was developed by Villaraigosa’s legal advisor Thomas Saenz, was erroneous. Charter schools submit to more oversight than will Villaraigosa, if the bill becomes law.
Reed also pointed out a conflict of interest for Saenz, who is also an appointed board member of the County Office of Education. A spokesperson for the mayor said Saenz would resign, if the bill becomes law.
Villaraigosa has some backers for his bill, which will soon be reviewed by the legislature. The bill, however, has many questionable provisions in its language and many strongly opposed to it. Opposition comes not only from the Los Angeles schools officials, but also from many of the city representatives on the Council of Mayors, who already see Villaraigosa controlling too much of their concerns.
WING
There is currently legislation AB 1381 in the state legislature that, if passed, will give the okay to Mayor Antonio Villaraigosa to take over a subset of the Los Angeles schools. Recently, the mayor’s school reform team announced its latest round of changes to the bill in order to sidestep some possible problems to it passing.
Last month, according to the Los Angeles Times’ August 8, 2006 article, Los Angeles Chief Legislative Analyst Gerry F. Miller made certain speculations about the bill. He believes, if the bill is passed, the following may occur:
• Some power could shift from the City Council to Villaraigosa;
• Additional costs may be incurred by the cities that are served by the Los Angeles schools; and
• These same cities, as well as the Council of Mayors, could incur certain legal liabilities.
Legal responsibilities and costs could shift with the power, since the bill gives responsibility for the subset of Los Angeles schools directly to Villaraigosa, who dominates the Council of Mayors with an 80 percent vote. The Council of Mayors consists of Villaraigosa, representatives from the County Board of Supervisors, and representatives of 27 other cities that are served by the Los Angeles schools.
The recently announced changes to the bill are to placate the officials and representatives of the 27 other cities concerning Miller’s speculations, as well as protect the legislation from being defeated due to criticisms from opponents who are aligned with the Los Angeles schools officials, who are strongly opposed to the takeover.
The new language added to the bill does the following:
• Budget administration for the Los Angeles schools will remain with the City Councils of the cities served by the school district, as it currently stands. This eliminates the possibility of additional costs being incurred by any of the cities served.
• Responsibility for any lawsuits or legal issues will remain with the Los Angeles schools, even though Villaraigosa will be making most of the decisions. This ensures that the County of Los Angeles and the cities involved will be held blameless.
• The takeover of the Los Angeles schools subset is now likened to a school district authorizing a charter school. It is hoped by Villaraigosa’s team that this language will sidestep the state constitution provision that requires public schools to be overseen by established school systems.
Kevin Reed, general counsel for the Los Angeles schools, was quite critical of the bill’s new language, especially concerning legal responsibility. He also said the comparison of Villaraigosa’s takeover to a charter school, which was developed by Villaraigosa’s legal advisor Thomas Saenz, was erroneous. Charter schools submit to more oversight than will Villaraigosa, if the bill becomes law.
Reed also pointed out a conflict of interest for Saenz, who is also an appointed board member of the County Office of Education. A spokesperson for the mayor said Saenz would resign, if the bill becomes law.
Villaraigosa has some backers for his bill, which will soon be reviewed by the legislature. The bill, however, has many questionable provisions in its language and many strongly opposed to it. Opposition comes not only from the Los Angeles schools officials, but also from many of the city representatives on the Council of Mayors, who already see Villaraigosa controlling too much of their concerns.
WING
Jan
10
Mayor Villaraigosa Shares Control of the Los Angeles Schools
Filed Under Education | Comments Off
Patricia Hawke asked:
Last month, I wrote in an article about Los Angeles Mayor Antonio Villaraigosa proposing a legislative bill to take control of the Los Angeles schools (see Los Angeles Schools Strongly Opposed to Takeover by Mayor Villaraigosa). Reform Bill 1381 passed the state legislature at the end of August, with some changes.
Villaraigosa, who portrayed himself as the one person who could make a success of the Los Angeles schools system, instead must share control of the school system with the Los Angeles schools board and the Council of Mayors. The mayor did, however, receive direct control of three low-performing high schools and their feeder elementary and middle schools.
The final reform bill makes running the Los Angeles schools much more complex for everyone concerned. First, there is a logistical problem with Villaraigosa and the Los Angeles schools board in two separate locations, making decision making a longer, more drawn out process. The role of teachers in deciding curriculum now is uncertain, and many believe the mayor’s plan may impede new school construction, considered a successful endeavor by the Los Angeles schools board. The bill’s language is confusing, already causing conflicting interpretations.
There also is a question on the legality of the bill, which is expected to face an immediate legal challenge. The Los Angeles schools board, which was adamantly opposed to the bill, already has discussed a lawsuit, claiming that the bill violates the requirement in the state constitution that schools remain within the educational system. The opinion of the legislature’s counsel is that the Los Angeles schools board has a case, but Villaraigosa believes it will survive a challenge.
Ever the politician, the mayor now is looking to foster cooperation with teachers, parents and the Los Angeles schools board, but he may find this difficult. He leveled blistering criticism at the school board and its members over the past year. Even Assemblywoman Jackie Goldberg (D-Los Angeles) criticized Villaraigosa during a hearing by the Assembly Education Committee, which she chairs, stating that she was disappointed that he did not have the same dialogue with the Los Angeles schools board as he did with the teachers’ unions.
Villaraigosa continues to promote the passage of the bill as an opportunity for parents, educators, the Council of Mayors, the cities and himself to partnership for the betterment of the Los Angeles schools. Though no clear specifics have even been given by the mayor on how he will proceed, he remarked that the new power-sharing arrangement will reshape and invigorate a “lethargic bureaucracy that has underserved generations of students”. He further stated that success depends on his leadership and the contributions of his Los Angeles schools partners.
KLUESNER
Last month, I wrote in an article about Los Angeles Mayor Antonio Villaraigosa proposing a legislative bill to take control of the Los Angeles schools (see Los Angeles Schools Strongly Opposed to Takeover by Mayor Villaraigosa). Reform Bill 1381 passed the state legislature at the end of August, with some changes.
Villaraigosa, who portrayed himself as the one person who could make a success of the Los Angeles schools system, instead must share control of the school system with the Los Angeles schools board and the Council of Mayors. The mayor did, however, receive direct control of three low-performing high schools and their feeder elementary and middle schools.
The final reform bill makes running the Los Angeles schools much more complex for everyone concerned. First, there is a logistical problem with Villaraigosa and the Los Angeles schools board in two separate locations, making decision making a longer, more drawn out process. The role of teachers in deciding curriculum now is uncertain, and many believe the mayor’s plan may impede new school construction, considered a successful endeavor by the Los Angeles schools board. The bill’s language is confusing, already causing conflicting interpretations.
There also is a question on the legality of the bill, which is expected to face an immediate legal challenge. The Los Angeles schools board, which was adamantly opposed to the bill, already has discussed a lawsuit, claiming that the bill violates the requirement in the state constitution that schools remain within the educational system. The opinion of the legislature’s counsel is that the Los Angeles schools board has a case, but Villaraigosa believes it will survive a challenge.
Ever the politician, the mayor now is looking to foster cooperation with teachers, parents and the Los Angeles schools board, but he may find this difficult. He leveled blistering criticism at the school board and its members over the past year. Even Assemblywoman Jackie Goldberg (D-Los Angeles) criticized Villaraigosa during a hearing by the Assembly Education Committee, which she chairs, stating that she was disappointed that he did not have the same dialogue with the Los Angeles schools board as he did with the teachers’ unions.
Villaraigosa continues to promote the passage of the bill as an opportunity for parents, educators, the Council of Mayors, the cities and himself to partnership for the betterment of the Los Angeles schools. Though no clear specifics have even been given by the mayor on how he will proceed, he remarked that the new power-sharing arrangement will reshape and invigorate a “lethargic bureaucracy that has underserved generations of students”. He further stated that success depends on his leadership and the contributions of his Los Angeles schools partners.
KLUESNER