CREAM TEAM Presented by Presentation Overview Research Question Thesis Methods Context Williams v State of California Definition of resources Claims Implications Recommendations ID: 783005
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Slide1
Going Beyond the Book:
Redefining “Adequate” Resources in Public Schools
C.R.E.A.M.
TEAM
Presented by…
Slide2Presentation Overview
Research QuestionThesis Methods ContextWilliams v. State of California
Definition of resources ClaimsImplicationsRecommendations
Slide3Research 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?
Slide4Thesis
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.
Slide5Methods
Quantitative
Qualitative
Surveys Beverly Hills HighManual Arts HighCrenshaw HighLos 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
Slide6From
FIRST to
WORST…
Slide7Williams
v. State of CA
Complaints
SettlementUnsafe & 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)
Slide8Resources
Slide9Material Resources
Students have access to technology and textbooks that are out-dated and don’t prepare them for society and academic excellence.
Slide10“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.
Slide11“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
Slide12“…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
Slide13API
(ED Data 2010)
Slide14AYP
(ED Data 2010)
Slide15Global 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).”
Slide16Human Resources
The human resources at urban school sites are not properly supported to provide the most effective learning opportunities for their students.
Slide17Professional Development
“ You get the work and they don’t teach it to you…you
just do it”- Josh, Student“
Many of the professional developments that are offered to us are ineffective, a waste of time…the only reason we go to these things is because we get paid to be there.” – O’Donnel, Teacher“GOOD
professional developments to help teachers get ideas on how to make a class more engaging and what types of technology and how to use that technology”
- Caputo-Pearl,
T
eacher
“Our teachers haven't gotten enough training to use the technology. A lot of our teachers are still kind of afraid of computers,
they don’t even know how to use e-mail
”
-
Gertner
, Asst. Principal
Slide18Understaffed
“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
Slide19(UCLA/IDEA 20
09)
Slide20Understaffed
“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)
Slide21College Opportunity Ratio (COR)
(UCLA/IDEA 2009)
Slide22Community Resources
Students often seek resources and learning opportunities outside of their schools.
Slide23Community Cultural Wealth Theory
“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).”
Slide24Navigation
College counseling Jobs placement
FamilialStrong connections with the youth
Communityidentity ResistantDevelop leadership skills.Community Organizing
The Value of Youth Centers
Slide25Pico Youth and Family Center
Programs:
Academic MusicDigital Film MakingJob DevelopmentCase 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
Slide26Chuco’s: Youth Justice Coalition
Continuation High School
Resource Center
“On August 8th, 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
C
huco’s
,
I would probably be a stay at home mom on welfare watching soap operas.”
-
Crystal
,
program
coordinator.
Slide27“…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
Slide28Why the long wait?
Slide29Where are the legislators?
Assembly Senate
Slide30Urban schools
do not have the resources for students to become internationally competitiveDecreased opportunities
for academic growth and civic agency A dynamic education is a RIGHT
, not a PRIVILEGE Implications:
Slide31PROP 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
Slide32Our 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 schoolsFor
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!!
Slide33Our Recommendations:
For
PARENTS:
Go to your child’s parent centers @ their schoolsAsk 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
Slide34