To whom it may concern:
With three months of work completed to-date, the amount we've had to look back and reflect upon this past week has been tremendous. From a nascent program have grown endless possibilities. Everyone in this class has branched out not only from the core principles set before us in January, but also to countless opportunities that resulted in many fruitful offshoots. And in some ways I think it's the combined weight of our labors' fruits that have caused the original trunk, the program's core values, to bow in a new direction. Offshoots never predicted grew alongside those foreseen; some of those surprise developments budded fabulously. I know that our own approach -- developing a web forum for dialogue amongst the constituents of Californian education -- is just one of those many unpredicted offshoots that is now just blossoming. Beautiful in its potential to bear a savory product, and so tantalizing in that virtue alone to garner the full and sustained attention of some watchful gardeners to the end.
In many ways, I feel like this program is analogous to Dr. Seuss' The Lorax -- a flowering truffula tree that is showing signs of produce after a commitment to cleaning up perceived injustices. And with all this work now invested to the greater cause, it's almost obligatory to follow through and see what this surreal tree can bear.
I am happy to say that our group's truffula will bear its produce come June 21 -- a (hopefully savory, at least palatable) website.
(domain name to be released within a week's time).
To get serious for a minute, though, the site sounds like it will be in great shape. We had our final phone call with Tim today regarding last-minute budget and contractual details, and everything is working smoothly. His expertise has proven invaluable, interjecting ideas like the possibility for data compilation of our visitors -- a digital trail showing how they found us, where they are and who they are etc. Just one of the few new twists we've kept adding on, these little things will hopefully translate into some great opportunities for our site to -- I just have to say it -- mature and ripen to the tastes of our consumers, the affiliates and associates of our school system. And it's all thanks to efforts on both sides of the design process, like the statistics compiler, to make the site as aligned as possible with the needs and desires of its clients.
From here it doesn't look like it will take much to populate the site, for we have a flurry of interviews, articles, essays and op-ed pieces to at least provide some fodder for those who wish to use it. This is in addition to new sets of questions that target what grinds the gears of hopefully a vast majority of the site's visitors. We just need to keep in mind what the people want to talk about -- whatever it is -- and be sensitive as to not impose our own ideas or perceived agendas on any program, institution, or person.
In the end, there will be no site unless we can make it tangible to and a part of peoples' daily lives.
So with all that said, it will be interesting to see where everything proceeds from here. We may have no idea what our truffula's fruit will taste like, but we're confident that the produce of our efforts is in the least unique and thought-provoking of what future fruits of philanthropic labor can look like.
Twas an honor.
Hil-Ja-Mat-Er
19 May 2010
06 May 2010
First update in two weeks!
In the past two weeks, time slowly ticking away, we've been busy collaborating on how we need to leave our dilemma for the next year's class. Reviewing our research strategy at the beginning of this semester (interviewing a wide variety of students, faculty, parents and administrators), we thought that maintaining a dialogue amongst all the SFUSD's constituents would be the most beneficial way to finish out our time together. But how?
Answer's simple (even though figuring it out wasn't): create an online database comprising of forums for students, teachers, parents etc. to share their thoughts and beliefs on the system. Informing the public and maintaining open dialogue is the only way this dilemma can begin to be solved. Additionally, the site will hopefully have a generator of pertinent news to inspire readers to delve deeper into the subject, as well as a section linking our site's audience to our partner orgs (like Aim High).
Currently working with Tim Fleming on the design - to be released tenatively this June.
Until later,
The Team
Answer's simple (even though figuring it out wasn't): create an online database comprising of forums for students, teachers, parents etc. to share their thoughts and beliefs on the system. Informing the public and maintaining open dialogue is the only way this dilemma can begin to be solved. Additionally, the site will hopefully have a generator of pertinent news to inspire readers to delve deeper into the subject, as well as a section linking our site's audience to our partner orgs (like Aim High).
Currently working with Tim Fleming on the design - to be released tenatively this June.
Until later,
The Team
23 April 2010
The SFUSD in local politics
In the local races for district supervisor here in SF, things are starting to pick up; the candidates are starting to truly extend themselves to the people. In doing so, some pretty interesting issues have been coming up, like the perennial dilemma of the SFUSD.
http://www.youtube.com/user/2010scott#p/a/u/0/iZkGUNQ3YZg
As District 8 candidate Scott Weiner chats with a Glen Park resident about his daughters' education, it's hard not to think about the handfuls of identical stories reflected in this parents' (and from the way I sometimes hear it, a seeming majority of parents') encounters with SF Unified.
Shows the lack of our school system's integration with the local communities, if you ask me; a void I'm beginning to believe to be more and more at the heart of the District's problem.
http://www.youtube.com/user/2010scott#p/a/u/0/iZkGUNQ3YZg
As District 8 candidate Scott Weiner chats with a Glen Park resident about his daughters' education, it's hard not to think about the handfuls of identical stories reflected in this parents' (and from the way I sometimes hear it, a seeming majority of parents') encounters with SF Unified.
Shows the lack of our school system's integration with the local communities, if you ask me; a void I'm beginning to believe to be more and more at the heart of the District's problem.
19 April 2010
Interview with Chloe Edmondson from University High School
Describe an average day at your school (give us a feel of a walk through the halls): UHS has somewhat of a block schedule. Mondays and Fridays though we have all of our classes.
Tuesday-Thursday, we only have four classes each day. In the morning we have two long-block classes and an all school assembly. After lunch, there are only two short block classes and the day ends at 2:30. Throughout the day, students move between the three campuses, Upper (on Jackson), Lower (on Washington), and South (on Sacramento), walking up and down the hills. At UHS we have off-campus privileges, so at lunch and breaks lots of students go to nearby restaurants and cafes. Lots of students also hang out in the student center, or on a sunny day you will find tons of students relaxing in the upper courtyard. An average class has between 14 and 18 students.
How much of a resource is your school in your life’s development? Do you think it actively contributes to your greater learning in life? Do you feel that your classes cater to your immediate and future needs?
I think that the classes prepare us amazingly for college, and for life especially in terms of the development of analytical skills. But in terms of personal growth and development, it stresses extra-curriculars and there is such a heavy courseload that most students do not take the time to find who they are as a person. Then again, the school also offers incredible freedom in creating independent studies to suit your needs and goals for your future, which is a unique and great experience.
How do you think your curriculum could be better formatted to teach you life skills? I think that the academic curriculum is excellent, but the culture of the school could change to allow students the time to develop as individuals through high school experiences rather than focus solely on academics.
Is there respect at your school between students? Students and teachers? Teachers and parents? Parents and students? How does this affect your learning environment?
There is a great amount of respect between students and students and teachers. Students find support in their classmates as well as the approachable teachers that are always willing to help in any way. The relationship with teachers is very casual and that makes for a relaxed learning environment. In addition, it allows for students to feel completely comfortable going to their teachers for academic help or other. For the most part, there is respect between teachers and parents and students and parents. However, occasionally, parents exude so much pressure onto their students that they also occasionally pressure teachers to make sure their child does well. However, the teachers are very aware of this and do not cave to these external pressures. The stressed out parents definitely affects the learning environment in that it breeds students that are under far too much stress in an already overachieving, competitive atmosphere.
If you could change one thing about you school, what would it be?
The perspective of the students and parents. Students need to find better balance in their lives.
Tuesday-Thursday, we only have four classes each day. In the morning we have two long-block classes and an all school assembly. After lunch, there are only two short block classes and the day ends at 2:30. Throughout the day, students move between the three campuses, Upper (on Jackson), Lower (on Washington), and South (on Sacramento), walking up and down the hills. At UHS we have off-campus privileges, so at lunch and breaks lots of students go to nearby restaurants and cafes. Lots of students also hang out in the student center, or on a sunny day you will find tons of students relaxing in the upper courtyard. An average class has between 14 and 18 students.
How much of a resource is your school in your life’s development? Do you think it actively contributes to your greater learning in life? Do you feel that your classes cater to your immediate and future needs?
I think that the classes prepare us amazingly for college, and for life especially in terms of the development of analytical skills. But in terms of personal growth and development, it stresses extra-curriculars and there is such a heavy courseload that most students do not take the time to find who they are as a person. Then again, the school also offers incredible freedom in creating independent studies to suit your needs and goals for your future, which is a unique and great experience.
How do you think your curriculum could be better formatted to teach you life skills? I think that the academic curriculum is excellent, but the culture of the school could change to allow students the time to develop as individuals through high school experiences rather than focus solely on academics.
Is there respect at your school between students? Students and teachers? Teachers and parents? Parents and students? How does this affect your learning environment?
There is a great amount of respect between students and students and teachers. Students find support in their classmates as well as the approachable teachers that are always willing to help in any way. The relationship with teachers is very casual and that makes for a relaxed learning environment. In addition, it allows for students to feel completely comfortable going to their teachers for academic help or other. For the most part, there is respect between teachers and parents and students and parents. However, occasionally, parents exude so much pressure onto their students that they also occasionally pressure teachers to make sure their child does well. However, the teachers are very aware of this and do not cave to these external pressures. The stressed out parents definitely affects the learning environment in that it breeds students that are under far too much stress in an already overachieving, competitive atmosphere.
If you could change one thing about you school, what would it be?
The perspective of the students and parents. Students need to find better balance in their lives.
15 April 2010
Notes from our Interview with Alec Lee, Director of Aim HIgh
Issues and choices classes-
Summer school program (12 different locations) 5 weeks free
Math science and humanities + issues and choices
Started by Ann Ladd, a Lick alumni
Exploration of personal identity (7th and 8th grade)
Issues around making good choices (drugs, alcohol, sexuality)
College readiness for 9th graders- work with families to understand path to college
Social capital needs to be addressed in curriculum
Aiming Higher (for high school students)-
Challenging economic climate means the program is on hold
Aim high is essentially a middle school program, but they want to implement a high school version of aim high during the summer
Transition to college, financial aid, college applications
There are still some ways to sustain this program without funding: College Summit (Oakland based with volunteer mentor system), expand on other programs, form relationships with other organizations (provide human capital – Alex Hawkman)
Partnerships need to go both ways (get students interested in their schools (USF) and fulfill mission)
No current scholarship programs (no funding!)- but provide access to information
Needs: quality programs means money, time, and organizational partners
Aim High grads coming back to work at Aim High-
Employ 300 people from around the bay (70 come from Aim High)
Circle of service model
These students can relate intimately with the current students
What can we do?
Aim High at Urban and St. Pauls, opening a new Aim High program at Marin Academy?
Have not fully engaged the private school sector (opportunities to create more resources and curriculums)- need deeper engagement at private schools
Continue dialogue
Talk to Zoe Duscan (Assistant heat at Galileo)- ways that independent schools can be more involved
Summer school program (12 different locations) 5 weeks free
Math science and humanities + issues and choices
Started by Ann Ladd, a Lick alumni
Exploration of personal identity (7th and 8th grade)
Issues around making good choices (drugs, alcohol, sexuality)
College readiness for 9th graders- work with families to understand path to college
Social capital needs to be addressed in curriculum
Aiming Higher (for high school students)-
Challenging economic climate means the program is on hold
Aim high is essentially a middle school program, but they want to implement a high school version of aim high during the summer
Transition to college, financial aid, college applications
There are still some ways to sustain this program without funding: College Summit (Oakland based with volunteer mentor system), expand on other programs, form relationships with other organizations (provide human capital – Alex Hawkman)
Partnerships need to go both ways (get students interested in their schools (USF) and fulfill mission)
No current scholarship programs (no funding!)- but provide access to information
Needs: quality programs means money, time, and organizational partners
Aim High grads coming back to work at Aim High-
Employ 300 people from around the bay (70 come from Aim High)
Circle of service model
These students can relate intimately with the current students
What can we do?
Aim High at Urban and St. Pauls, opening a new Aim High program at Marin Academy?
Have not fully engaged the private school sector (opportunities to create more resources and curriculums)- need deeper engagement at private schools
Continue dialogue
Talk to Zoe Duscan (Assistant heat at Galileo)- ways that independent schools can be more involved
13 April 2010
Updated Semester Punch List
Completed by March 18:
□ finalize list of interview questions
□ contact interview participants at selected schools
o (Redwood, Crystal Springs, DeAnza, SoTA, Lick, teachers from Galileo and Lincoln etc.)
March 18:
□ Send off email interviews to participants, as well as solicit the participation of additional peers and the contact information of their respective headmasters/ accounting departments. This latter step will hopefully gain us the spending demographics for the schools.
□ Begin ‘shopping around’ for established organizations most parallel to our own mission statement, as well as those that differ in objective (why their approach?).
For the following three (3) classes before spring break:
□ Continue shopping for organizations, gradually finalizing connections and establishing the direction we want to take in feasibly tackling the dilemma. (Aim High)
□ (If applicable) begin analysis of spending demographics between schools
o Find commonalities between schools as to where they spend
o Find commonalities between specific areas of inefficient spending and students’ complaints.
□ As interviews are returned back, analyze collectively the responses and compile into one database TBD (whether website or simple word doc)
o Also during this time, take special heed to the voices of the students in the interviews when determining the feasible course of action we can take.
□ FINALIZED BY SPRING BREAK:
o COMPILATION OF INTERVIEWS
o VIABLE ORGS TO JOIN WITH (Aim High)
o DETERMINE MOST EFFECTIVE AREA TO TACKLE (Life Skills Courses)
*key note for finding an organization – must be well-established in community already (our plan is to work with an organization in its expansion to areas most needed. Specifically, we have chosen to partner with Aim High because they already play such an important role in our community and in our dilemma. We admire their current curriculum, but we would like to expand some areas (such as life skills courses) to meet the immediate and future needs of students more effectively.
First post-break class:
□ Continue searching for spending data, analyzing as we go. Take in straggling interviews add to the blog
□ After we agree on one specific organization to work with, CONTACT ASAP
□ Set up meeting with Alec Lee, or interview with Ms. McBride
All sequential classes barring presentation prep:
□ Sustain contact with organization
□ Begin establishing connection between prospective school and program
□ Determine how we can most effectively help Aim High, and get to work!
□ END GOALS:
o End goal one is to establish an effective organization beyond its current limits. If not possible, then attempt to adapt said programs’ merits for implementation in a local middle or high school. Above all else, keep it simple in the end and work fluidly with our partner org.
o End goal two is to create an informational website, booklet – whatever it may be – that makes our learning transparent to all interested in the faults of the Bay Area school system. Provide the public with firsthand accounts and testimonials beside the hard data, as well as our own interpretations of the dilemma.
Third to last/ penultimate class:
□ Reflect on what we’ve experienced, add to database
□ Begin assembling presentation
Final class:
□ Enjoy final time together as group, finish presentation if needed
□ finalize list of interview questions
□ contact interview participants at selected schools
o (Redwood, Crystal Springs, DeAnza, SoTA, Lick, teachers from Galileo and Lincoln etc.)
March 18:
□ Send off email interviews to participants, as well as solicit the participation of additional peers and the contact information of their respective headmasters/ accounting departments. This latter step will hopefully gain us the spending demographics for the schools.
□ Begin ‘shopping around’ for established organizations most parallel to our own mission statement, as well as those that differ in objective (why their approach?).
For the following three (3) classes before spring break:
□ Continue shopping for organizations, gradually finalizing connections and establishing the direction we want to take in feasibly tackling the dilemma. (Aim High)
□ (If applicable) begin analysis of spending demographics between schools
o Find commonalities between schools as to where they spend
o Find commonalities between specific areas of inefficient spending and students’ complaints.
□ As interviews are returned back, analyze collectively the responses and compile into one database TBD (whether website or simple word doc)
o Also during this time, take special heed to the voices of the students in the interviews when determining the feasible course of action we can take.
□ FINALIZED BY SPRING BREAK:
o COMPILATION OF INTERVIEWS
o VIABLE ORGS TO JOIN WITH (Aim High)
o DETERMINE MOST EFFECTIVE AREA TO TACKLE (Life Skills Courses)
*key note for finding an organization – must be well-established in community already (our plan is to work with an organization in its expansion to areas most needed. Specifically, we have chosen to partner with Aim High because they already play such an important role in our community and in our dilemma. We admire their current curriculum, but we would like to expand some areas (such as life skills courses) to meet the immediate and future needs of students more effectively.
First post-break class:
□ Continue searching for spending data, analyzing as we go. Take in straggling interviews add to the blog
□ After we agree on one specific organization to work with, CONTACT ASAP
□ Set up meeting with Alec Lee, or interview with Ms. McBride
All sequential classes barring presentation prep:
□ Sustain contact with organization
□ Begin establishing connection between prospective school and program
□ Determine how we can most effectively help Aim High, and get to work!
□ END GOALS:
o End goal one is to establish an effective organization beyond its current limits. If not possible, then attempt to adapt said programs’ merits for implementation in a local middle or high school. Above all else, keep it simple in the end and work fluidly with our partner org.
o End goal two is to create an informational website, booklet – whatever it may be – that makes our learning transparent to all interested in the faults of the Bay Area school system. Provide the public with firsthand accounts and testimonials beside the hard data, as well as our own interpretations of the dilemma.
Third to last/ penultimate class:
□ Reflect on what we’ve experienced, add to database
□ Begin assembling presentation
Final class:
□ Enjoy final time together as group, finish presentation if needed
Interview with Lowell Student
Describe an average day at your school (give us a feel of a walk through the halls)
So lowell's schedule is a little difficult to understand but i'll give you a quick overview (wikipedia also does it quite well haha if you still don't get it...i didn't get it til sophmore/junior year its pretty clever)
anyways, Lowell goes by a modular (or mod) schedule system where a day is split into twenty 20-minute periods. So a student can have a class any time during the day between mods 1 and 20
Each class is either A code (2 mods, 40 minutes), or B/C code (3 mods on alternating days, 60 minutes)
mondays and wednesdays are B code days where B code classes are long (60 min) and C code classes are short (40 minutes)
tuesdays and thursdays are C code days where C code classes are long (60 min) and B code classes are short (40 min)
Everyone has every class everyday
here's my schedule (if it helps)
mods 1/2 American Democracy (A-CODE: always 40 minutes)
mods (3)/4/5 AP Studio Art (C-CODE: 60 min on tuesdays and thursdays)
Registry - (like homeroom)
mods 6/7/(8) AP English (B-CODE: 60 min on mondays and wednesdays)
mods (8)/9/10 Lunch
mods 11/12/(13) physics (B-CODE: 60 min on mondays and wednesdays)
mods 14/15 Leadership (A-CODE: always 40 min)
mods 16/17 Precalculus (A-CODE: always 40 min)
mods 18/19/20 - off
early classes (mods 1/2 - american democ) start at 7:35 and mod 20 ends at 3:30
we do self scheduling at the end of every semester so we can choose our own teachers and the times we want them at.
i hope thats an okay explanation!!
anyways an average day at my school is different for everyone. because of the mod schedule, anyone can be off during any given time of the day (making it hard to keep lowell a closed campus and making it easier to cut classes).
For me, i usually get to school around 7:10 so i can get good parking haha. about half the school or more starts early at mod 1 so the hallways are usually pretty busy in the morning with people going to their lockers or rushing to their classes. there are people who come early to study in the library or the cafeteria or the hallways.
mods 3, 8, and 18 are swing mods so i get 3 and 8 off some days when my B/C code classes are only 40 min (2 mods).
I usually go to the cafeteria during mod 3 to cram homework or hang out with people
then i got to AP studio art. the art wing isn't usually that busy but there are some junior/sophomore lockers
Before and after registry are the only times during the day the bell rings. reg is only 10 minutes and the hallways are usually jammed with people trying to get to their reg in time...this is one of the only times during the day everyone is out at the same time.
After registry i go to english and usually fall asleep especially during the 60 min classes
Lunch. Since mods 3, 8, and 18 are swing mods those are the times when a lot of people are out at once (like free periods that are only 20 min). i usually hang out in the cafeteria or courtyard where there are a lot of picnic tables that people can push together and hang out at. there's also an arcade (covered area next to the courtyard) where the footballers/cheerleaders usually hang out. First week of every semester you figure out who of your friends have the same free mods as you usually...there's always people around during this time (library, halls, basketball courts, etc.) sometimes i cram hwk before class during swing mods. Lunch i usually go off to stonestown, lakeshore, irving st, taravel st., ocean st....west portal...
11/12 i have physics in the science building, which is the nicest building. usuallly people hanging out in the hallways there as well
I have leadership in "the cave", which is actually the old teachers lounge...no windows though. Its a class for people on student government.
16/17 precal i usually have to run to class (always late) becuase its on the 3rd floor of the main building...sometimes i just cut class because it's better than being really late (depends on the teacher)
i'm off after precal though some people are still in class. i get off at 2:20 ish. it's usually pretty busy during mod 18 (a swing mod) but most people who have class 19/20 leave and its pretty quiet. i'm usually in the courtyard again and if its nice people are throwing frisbees or playing tennis or sunbathing or whatever. sometimes there are booths (for clubs) on the catwalk next to the courtyard that are giving away things or spreading social awareness (like peer resource)
So lowell's schedule is a little difficult to understand but i'll give you a quick overview (wikipedia also does it quite well haha if you still don't get it...i didn't get it til sophmore/junior year its pretty clever)
anyways, Lowell goes by a modular (or mod) schedule system where a day is split into twenty 20-minute periods. So a student can have a class any time during the day between mods 1 and 20
Each class is either A code (2 mods, 40 minutes), or B/C code (3 mods on alternating days, 60 minutes)
mondays and wednesdays are B code days where B code classes are long (60 min) and C code classes are short (40 minutes)
tuesdays and thursdays are C code days where C code classes are long (60 min) and B code classes are short (40 min)
Everyone has every class everyday
here's my schedule (if it helps)
mods 1/2 American Democracy (A-CODE: always 40 minutes)
mods (3)/4/5 AP Studio Art (C-CODE: 60 min on tuesdays and thursdays)
Registry - (like homeroom)
mods 6/7/(8) AP English (B-CODE: 60 min on mondays and wednesdays)
mods (8)/9/10 Lunch
mods 11/12/(13) physics (B-CODE: 60 min on mondays and wednesdays)
mods 14/15 Leadership (A-CODE: always 40 min)
mods 16/17 Precalculus (A-CODE: always 40 min)
mods 18/19/20 - off
early classes (mods 1/2 - american democ) start at 7:35 and mod 20 ends at 3:30
we do self scheduling at the end of every semester so we can choose our own teachers and the times we want them at.
i hope thats an okay explanation!!
anyways an average day at my school is different for everyone. because of the mod schedule, anyone can be off during any given time of the day (making it hard to keep lowell a closed campus and making it easier to cut classes).
For me, i usually get to school around 7:10 so i can get good parking haha. about half the school or more starts early at mod 1 so the hallways are usually pretty busy in the morning with people going to their lockers or rushing to their classes. there are people who come early to study in the library or the cafeteria or the hallways.
mods 3, 8, and 18 are swing mods so i get 3 and 8 off some days when my B/C code classes are only 40 min (2 mods).
I usually go to the cafeteria during mod 3 to cram homework or hang out with people
then i got to AP studio art. the art wing isn't usually that busy but there are some junior/sophomore lockers
Before and after registry are the only times during the day the bell rings. reg is only 10 minutes and the hallways are usually jammed with people trying to get to their reg in time...this is one of the only times during the day everyone is out at the same time.
After registry i go to english and usually fall asleep especially during the 60 min classes
Lunch. Since mods 3, 8, and 18 are swing mods those are the times when a lot of people are out at once (like free periods that are only 20 min). i usually hang out in the cafeteria or courtyard where there are a lot of picnic tables that people can push together and hang out at. there's also an arcade (covered area next to the courtyard) where the footballers/cheerleaders usually hang out. First week of every semester you figure out who of your friends have the same free mods as you usually...there's always people around during this time (library, halls, basketball courts, etc.) sometimes i cram hwk before class during swing mods. Lunch i usually go off to stonestown, lakeshore, irving st, taravel st., ocean st....west portal...
11/12 i have physics in the science building, which is the nicest building. usuallly people hanging out in the hallways there as well
I have leadership in "the cave", which is actually the old teachers lounge...no windows though. Its a class for people on student government.
16/17 precal i usually have to run to class (always late) becuase its on the 3rd floor of the main building...sometimes i just cut class because it's better than being really late (depends on the teacher)
i'm off after precal though some people are still in class. i get off at 2:20 ish. it's usually pretty busy during mod 18 (a swing mod) but most people who have class 19/20 leave and its pretty quiet. i'm usually in the courtyard again and if its nice people are throwing frisbees or playing tennis or sunbathing or whatever. sometimes there are booths (for clubs) on the catwalk next to the courtyard that are giving away things or spreading social awareness (like peer resource)
Interview with Jeremy Shar, a senior at Lick-Wilmerding
Describe an average day at your school (give us a feel of a walk through the halls).
People are chill; it was a little intimidating when I was a freshman down in the lower hall, which is kind of the bad hall because freshmen don’t know what to do with themselves. Now that I’m a senior, it’s a bit nicer more spacious and I consider it to be a light filled corridor of fun. I’ve never been hit. Classes are interesting. I’ve always thought that the classes at Lick are pretty good its when I get home and have to do the homework I get frustrated with the amount of work.
How much of a resource is your school in your life’s development? Do you think it actively contributes to your greater learning in life? Do you feel that your classes cater to your immediate and future needs?
Well I wouldn’t say that the classes themselves are that helpful in terms of developing as a person, but I think that the whole experience of going to school has made me grow up. There are resources in terms of counseling, but I haven’t used them really but their there and I feel if I needed them I’d have access to them. The college counseling office was helpful, Krista was a dominant force in my college process.
How do you think your curriculum could be better formatted to teach you life skills?
Life skills, I don’t really know what that mean but I feel for my lifestyle to much emphasis is put on sex and drugs and not on more mundane skills. I would like to learn how to manage money, a home economics style class, and the stuff that I am going to need to know such as basic plumbing abd basic electrical skills. I am basically going to have to have my dad teach me everything. World history and calculus will have already left my brain and will be totally useless in the future. And car stuff, I don’t know how to change a tire.
Is there respect at your school between students? Students and teachers? Teachers and parents? Parents and students? How does this affect your learning environment?
Students and students, I would say at some fundamental level yes there is great resects between students. On a superficial level no. Student to teacher I think some teachers would probably expect a certain kind of respect that isn’t there. Kids know how much to respect each person and act around each teacher. There are some teachers who are more respectful then others.
If you could change one thing about you school, what would it be?
Put some trees on campus, I would cut down on student competition but I feel like that doesn’t really exist, its all in my head.
People are chill; it was a little intimidating when I was a freshman down in the lower hall, which is kind of the bad hall because freshmen don’t know what to do with themselves. Now that I’m a senior, it’s a bit nicer more spacious and I consider it to be a light filled corridor of fun. I’ve never been hit. Classes are interesting. I’ve always thought that the classes at Lick are pretty good its when I get home and have to do the homework I get frustrated with the amount of work.
How much of a resource is your school in your life’s development? Do you think it actively contributes to your greater learning in life? Do you feel that your classes cater to your immediate and future needs?
Well I wouldn’t say that the classes themselves are that helpful in terms of developing as a person, but I think that the whole experience of going to school has made me grow up. There are resources in terms of counseling, but I haven’t used them really but their there and I feel if I needed them I’d have access to them. The college counseling office was helpful, Krista was a dominant force in my college process.
How do you think your curriculum could be better formatted to teach you life skills?
Life skills, I don’t really know what that mean but I feel for my lifestyle to much emphasis is put on sex and drugs and not on more mundane skills. I would like to learn how to manage money, a home economics style class, and the stuff that I am going to need to know such as basic plumbing abd basic electrical skills. I am basically going to have to have my dad teach me everything. World history and calculus will have already left my brain and will be totally useless in the future. And car stuff, I don’t know how to change a tire.
Is there respect at your school between students? Students and teachers? Teachers and parents? Parents and students? How does this affect your learning environment?
Students and students, I would say at some fundamental level yes there is great resects between students. On a superficial level no. Student to teacher I think some teachers would probably expect a certain kind of respect that isn’t there. Kids know how much to respect each person and act around each teacher. There are some teachers who are more respectful then others.
If you could change one thing about you school, what would it be?
Put some trees on campus, I would cut down on student competition but I feel like that doesn’t really exist, its all in my head.
Jonathan Astra Sanchez Marin Academy '10
• Describe an average day at your school (give us a feel of a walk through the halls).
Average day, is head to classes, chill with friends during breaks in the library, lockers, cafeteria, or outside in the court yard. At lunch usually we head down to downtown San Rafael to eat at the various deli's and cafes. Popular places where people hang out is in the library, cafeteria, or court yard.
• How much of a resource is your school in your life’s development? Do you think it actively contributes to your greater learning in life? Do you feel that your classes cater to your immediate and future needs?
In terms of my immediate future, which is college, school does cater to my preparation. Other than that, classes don't really help me out in other ways. Although, the school does offer resources like music studios which cater to my passion for making music.
• How do you think your curriculum could be better formatted to teach you life skills?
The main way the curriculum could be improved more is by offering more hands on experiences. More real world experience, not just class lectures.
• Is there respect at your school between students? Students and teachers? Teachers and parents? Parents and students? How does this affect your learning environment?
MA prides itself in being a safe environment for the learning of kids, so there is never any tension between students, teachers, or parents. It's alright with me cause that just means less drama.
• If you could change one thing about you school, what would it be?
Diversity, I guess. Haha.
Average day, is head to classes, chill with friends during breaks in the library, lockers, cafeteria, or outside in the court yard. At lunch usually we head down to downtown San Rafael to eat at the various deli's and cafes. Popular places where people hang out is in the library, cafeteria, or court yard.
• How much of a resource is your school in your life’s development? Do you think it actively contributes to your greater learning in life? Do you feel that your classes cater to your immediate and future needs?
In terms of my immediate future, which is college, school does cater to my preparation. Other than that, classes don't really help me out in other ways. Although, the school does offer resources like music studios which cater to my passion for making music.
• How do you think your curriculum could be better formatted to teach you life skills?
The main way the curriculum could be improved more is by offering more hands on experiences. More real world experience, not just class lectures.
• Is there respect at your school between students? Students and teachers? Teachers and parents? Parents and students? How does this affect your learning environment?
MA prides itself in being a safe environment for the learning of kids, so there is never any tension between students, teachers, or parents. It's alright with me cause that just means less drama.
• If you could change one thing about you school, what would it be?
Diversity, I guess. Haha.
Aidan Leslie Berkeley High '10
1. my school has been ok in terms of how it has helped with my life's development. i think socially it taught me a lot about the real world and what to expect with the ups and downs of life and made me a much stronger person. but with academics it wasn't as good. a lot of my time spent in classes i felt was pointless because sometimes (depending on the teacher), being in class felt like the biggest waste of time and where i would walk away at the end of class feeling like i learned nothing valuable for the future. oftentimes though, it was beneficial because students at my school get a lot of freedom when it comes to choosing which classes to take which really benefits the individual because they get a little wiggle room to be in a class that they take because they want to (espcially senior year), but in the end it all depends on the teacher, because some really want to be there and some are there because they have to.
2. i learned a lot of life skills while at berkeley high because nothing's sugar coated, the school will seriously make you or brake you, which sounds a little dramatic but if you cant handle the work and the independence then you pretty much fail. it's not the life learning skills that needs to be fixed, its more like the amount of support that's lacking. because if you don't care, than neither do the teachers, and there's no one there who will push you to try. if you do care though and need a little extra support, there are a good amount of teachers that will stand by you.
3. there's a big mix of everything at my school. there are the students that have supportive families, are good students and good with the teachers, and who's families try to be in contact with the teachers and work for the school. the majority of the school doesn't have the support from their families which makes it harder to be a good student, or even care. some teachers really try to give support to those who don't have the support at home, but there's about 3,500 students at berkeley with only so many teachers. having this as a reality at my school is sad for me because i know that every person has a place in the world if they try but a lot of those students dont see it that way. the hard thing to is that berkeley high is for all of berkeley so there are students coming from the bad parts and the good parts. the mix makes it kind of intense and makes it so there are a lot of clicks. not everyone really meshes together, most everyone sticks to their group. the relationships between all the students put together isn't very nice because everyone is just so different and there are a lot of people with a lot of attitude and they make sure that everyone knows about it.
4. only one thing to change about my school? there are a lot of things id like to change about my school. i would say that most of all id want to change the racial separation among students and the support from staff and students.
2. i learned a lot of life skills while at berkeley high because nothing's sugar coated, the school will seriously make you or brake you, which sounds a little dramatic but if you cant handle the work and the independence then you pretty much fail. it's not the life learning skills that needs to be fixed, its more like the amount of support that's lacking. because if you don't care, than neither do the teachers, and there's no one there who will push you to try. if you do care though and need a little extra support, there are a good amount of teachers that will stand by you.
3. there's a big mix of everything at my school. there are the students that have supportive families, are good students and good with the teachers, and who's families try to be in contact with the teachers and work for the school. the majority of the school doesn't have the support from their families which makes it harder to be a good student, or even care. some teachers really try to give support to those who don't have the support at home, but there's about 3,500 students at berkeley with only so many teachers. having this as a reality at my school is sad for me because i know that every person has a place in the world if they try but a lot of those students dont see it that way. the hard thing to is that berkeley high is for all of berkeley so there are students coming from the bad parts and the good parts. the mix makes it kind of intense and makes it so there are a lot of clicks. not everyone really meshes together, most everyone sticks to their group. the relationships between all the students put together isn't very nice because everyone is just so different and there are a lot of people with a lot of attitude and they make sure that everyone knows about it.
4. only one thing to change about my school? there are a lot of things id like to change about my school. i would say that most of all id want to change the racial separation among students and the support from staff and students.
Ali Bock El Cerrito High '10
1. School is somewhere I have to be from 10-2 every day. Especially as a second semester senior I do almost nothing. There have been a few good classes along the way, I learned to write in AP Language and Comp, learned AP U.S. History, and learned a good amount of Economics. That's honestly about it. I take two classes in the four hours I'm at school, Probability and Statistics(designed for seniors trying to take something lightweight easy to relax with second semester) and I assist and grade papers for an English 4 remedial teacher (I used this class to describe the secondary scenario from the first question). Kids at EC are often drunk, or high in class, or simply just screw around in the lower level, less academic classes. I guess El Cerrito teaches you how to interact with other students. But not a lot beyond that.
2. I think public schools, especially in the district I find myself in, are in a disaster state. There's no money, no teachers willing to work for almost nothing, and a lot of kids who don't really care about their education, they just want a diploma. I think drug and alcohol classes should be mandatory for freshmen, something like a health class. I've found myself shocked, hearing the things that our freshman classes do. One kid tried to sell my best friend ecstasy last week, the dealer's age? 14. It's kinda scary. I think the freshmen need better life skills.
In short, I think when the economy finds itself in a better place, public schools will be better off.
3. El Cerrito is kind of like jail. We're under constant suspicion and are watched by a multitude of unqualified high school drop outs that call themselves "site supervisors". They can chase you down, and give you a WAS (work alternative to suspension). Basically, you get to go pick up trash for a half hour after school, as if that will teach you to be on time to school. This year (2010) I've been searched 4 times, and asked if I was the leader of a gang. As one of the more affluent white kids with good grades I was appalled to hear this, and actually laughed at the cop who asked.
Basically, students are expected to have eachother's backs no matter what, any authority figure is ridiculed, and parents have no standing with the kids. The school treats the kids like convicts and it'll take you two weeks to get an appointment with your counselor, unless your mom calls, because that'll take you about 15 minutes.
4. I have no idea what I'd change. Everything? Nothing? Probably funding for better teachers to be hired. Not sure that'd help though.
2. I think public schools, especially in the district I find myself in, are in a disaster state. There's no money, no teachers willing to work for almost nothing, and a lot of kids who don't really care about their education, they just want a diploma. I think drug and alcohol classes should be mandatory for freshmen, something like a health class. I've found myself shocked, hearing the things that our freshman classes do. One kid tried to sell my best friend ecstasy last week, the dealer's age? 14. It's kinda scary. I think the freshmen need better life skills.
In short, I think when the economy finds itself in a better place, public schools will be better off.
3. El Cerrito is kind of like jail. We're under constant suspicion and are watched by a multitude of unqualified high school drop outs that call themselves "site supervisors". They can chase you down, and give you a WAS (work alternative to suspension). Basically, you get to go pick up trash for a half hour after school, as if that will teach you to be on time to school. This year (2010) I've been searched 4 times, and asked if I was the leader of a gang. As one of the more affluent white kids with good grades I was appalled to hear this, and actually laughed at the cop who asked.
Basically, students are expected to have eachother's backs no matter what, any authority figure is ridiculed, and parents have no standing with the kids. The school treats the kids like convicts and it'll take you two weeks to get an appointment with your counselor, unless your mom calls, because that'll take you about 15 minutes.
4. I have no idea what I'd change. Everything? Nothing? Probably funding for better teachers to be hired. Not sure that'd help though.
Lisa Gilliland CPS '10
1. Describe an average day at your school (give us a feel of a walk through the halls).
welll first of all we don't have halls, hehe, um but lets see I get there at around 7:45 usually to get a good parking spot, then i sit in my car and finish my hw or talk with friends until the bell rings at 8. First period i have Animal Behavior which is fairly boring, just lecture and reading with occasional interesting points, then i go to math, yippee. On mondays and thursdays we have assemblys during the break period (each class is 45 minutes, break is 50- new schedule this year), on tuesdays we have a school-wide forum and fridays we have various meetings. Third period I have World Religions which is a really interesting class, new this year. Fourth I have English - Currently I'm in the Urban Bohemians seminar. Next is lunch which is like 40 minutes? Then I have AP Spanish Language, then Advanced Vocal Ensemble (i'm in a senior a capella septet) and 7th I have free so I leave for softball.
2. How much of a resource is your school in your life’s development? Do you think it actively contributes to your greater learning in life? Do you feel that your classes cater to your immediate and future needs?
I'd absolutely say that my school and my education have contributed greatly to my learning and desire to learn. Since I came to CPS I have learned a lot both in the subjects and in the art of being a student- how to best study, when to ask for help, how to write a paper etc., things that I think are essential in the future. Some of the classes, while very interesting, are not particularly useful for daily life, however these classes are seminars, however most of the classes & seminars are very current (World Religions, Issues in Science, Psychology, etc.)
3. How do you think your curriculum could be better formatted to teach you life skills?
I think it would be really fun and helpful to have a one semester shop like class- one of the ones you see on cliche TV shows where students learn to cook, sew, and clean and build and fix things. If it were a class taken for one semester in the Junior year (freshman and sophomores take 1 semester of various Sex Ed classes) that would be pretty helpful and fun!
4. Is there respect at your school between students? Students and teachers? Teachers and parents? Parents and students? How does this affect your learning environment?
There is a lotttt of respect between students and teachers. Students are held responsible for all of their actions and because of the success by the students to act maturely and intelligently teachers have gained a lot of respect. Likewise we respect the teachers because we know how much they love and respect us. I also haven't heard about there ever being any disagreement between the teachers and the parents, but because I am neither I don't have an inside view. I find that the overwhelming amounts of trust and respect the teachers and students have for each other, and the respect that we have for the administration (and vice versa) have affected the learning environment in a very positive way. It is this strong relationship (student-teacher) that make CPS a strong academic school, and one that middle schoolers want to go to. I believe it is one of the most unique attributes of College Prep.
5. If you could change one thing about you school, what would it be?
I would probably want there to be a little bit less stress involved, but obviously that is part of the way the school shapes us to become successful human beings. There is great spirit (although clearly we're not the most athletic school...) and a lot of opportunities that students at other schools don't have (snow trip, retreats, events etc.)
welll first of all we don't have halls, hehe, um but lets see I get there at around 7:45 usually to get a good parking spot, then i sit in my car and finish my hw or talk with friends until the bell rings at 8. First period i have Animal Behavior which is fairly boring, just lecture and reading with occasional interesting points, then i go to math, yippee. On mondays and thursdays we have assemblys during the break period (each class is 45 minutes, break is 50- new schedule this year), on tuesdays we have a school-wide forum and fridays we have various meetings. Third period I have World Religions which is a really interesting class, new this year. Fourth I have English - Currently I'm in the Urban Bohemians seminar. Next is lunch which is like 40 minutes? Then I have AP Spanish Language, then Advanced Vocal Ensemble (i'm in a senior a capella septet) and 7th I have free so I leave for softball.
2. How much of a resource is your school in your life’s development? Do you think it actively contributes to your greater learning in life? Do you feel that your classes cater to your immediate and future needs?
I'd absolutely say that my school and my education have contributed greatly to my learning and desire to learn. Since I came to CPS I have learned a lot both in the subjects and in the art of being a student- how to best study, when to ask for help, how to write a paper etc., things that I think are essential in the future. Some of the classes, while very interesting, are not particularly useful for daily life, however these classes are seminars, however most of the classes & seminars are very current (World Religions, Issues in Science, Psychology, etc.)
3. How do you think your curriculum could be better formatted to teach you life skills?
I think it would be really fun and helpful to have a one semester shop like class- one of the ones you see on cliche TV shows where students learn to cook, sew, and clean and build and fix things. If it were a class taken for one semester in the Junior year (freshman and sophomores take 1 semester of various Sex Ed classes) that would be pretty helpful and fun!
4. Is there respect at your school between students? Students and teachers? Teachers and parents? Parents and students? How does this affect your learning environment?
There is a lotttt of respect between students and teachers. Students are held responsible for all of their actions and because of the success by the students to act maturely and intelligently teachers have gained a lot of respect. Likewise we respect the teachers because we know how much they love and respect us. I also haven't heard about there ever being any disagreement between the teachers and the parents, but because I am neither I don't have an inside view. I find that the overwhelming amounts of trust and respect the teachers and students have for each other, and the respect that we have for the administration (and vice versa) have affected the learning environment in a very positive way. It is this strong relationship (student-teacher) that make CPS a strong academic school, and one that middle schoolers want to go to. I believe it is one of the most unique attributes of College Prep.
5. If you could change one thing about you school, what would it be?
I would probably want there to be a little bit less stress involved, but obviously that is part of the way the school shapes us to become successful human beings. There is great spirit (although clearly we're not the most athletic school...) and a lot of opportunities that students at other schools don't have (snow trip, retreats, events etc.)
Caitlin Taffe El Cerrito Highschool '10
1. An average day at my high school varies a TON depending what group you are with. My school is about 60% black and it makes a huge difference in the attitude and dress. Many of the students are from the hood, the school is very urban. A typical day at my high school involves lots of laughter and at least two collisions with people in the halls, it involves seeing or hearing about a drug transaction and figuring out who is carrying the best weed.
2. My school taught me a lot about a world I didn't really knew existed except for on tv. I think I understand a lot more about a lot of the stuff that happens in the world especially outside of the areas I spent my younger years in. I think that ECHS teaches you a lot about the outside world, because we get a huge variety of people because we are a public school and students are coming from lower, middle and upper class (Richmond, El Cerrito, Kensington). I think that the classes offered at ECHS do help with my immediate needs but I wish there was more help towards getting to college.
3. I think that it would be really helpful to have ECHS students taking a class that taught about the options after high school and what you need to do to get to whichever you want to get to.
4. Students respect each other for the most part, but we do have fights and sometimes students don't understand each other because they come from such different backgrounds. There is respect between students and teachers, but AP students do not respect teachers as much as the other students. Parents tends to be fairly uninvolved at ECHS, those involved tend to be of white or asian background.
5. If I could change one thing about my school I would give the students off campus lunch.
2. My school taught me a lot about a world I didn't really knew existed except for on tv. I think I understand a lot more about a lot of the stuff that happens in the world especially outside of the areas I spent my younger years in. I think that ECHS teaches you a lot about the outside world, because we get a huge variety of people because we are a public school and students are coming from lower, middle and upper class (Richmond, El Cerrito, Kensington). I think that the classes offered at ECHS do help with my immediate needs but I wish there was more help towards getting to college.
3. I think that it would be really helpful to have ECHS students taking a class that taught about the options after high school and what you need to do to get to whichever you want to get to.
4. Students respect each other for the most part, but we do have fights and sometimes students don't understand each other because they come from such different backgrounds. There is respect between students and teachers, but AP students do not respect teachers as much as the other students. Parents tends to be fairly uninvolved at ECHS, those involved tend to be of white or asian background.
5. If I could change one thing about my school I would give the students off campus lunch.
07 April 2010
Erik Battista: Mission statement
As the being Erik Anthony Battista, I strive to treat the people and world around me with a balance of respect and honesty that may earn me the respect of others. After establishing stable bonds with those I trust, the goal moves to communicating mutually beneficial truths to my surrounding constituents. By aiding those around me and sharing what I know, the hope is to ease the burden upon myself while bettering those around me, leaving myself time to learn what others have to show and teach me. By keeping myself intimately integrated with my surroundings, I hope to be able to direct the focus away from myself and to those issues that affect all of us. Guiding all the aforementioned, I will stay true to my passions and use my strongest drives to behoove all who stay true to themselves and remain compassionate to their fellow man.
Hilary's Personal Mission Statement
I want to look at my experience in education objectively, and at the same time be aware of and appreciate all of the opportunities that I have been provided. I want to question my own understanding of what a "quality education" is, and try to push myself to better understand why there is such a substantial divide between the quality and price of educations. I hope to communicate effectively with students of all backgrounds and do whatever possible to help mitigate the disparities of education. I want to question my understanding of success and help to redefine the role of a school in a students life.
Jasmyn's Personal Mission Statement
To raise awareness that the discrepancies between the public and private education system are not a distant idea, but for a massive amount of American youth public schools are their reality. Metal detectors, in class disruptions, unmotivated teachers, feeling unsafe and unprotected in their learning enviroment, and a government monopoly of the education system is real. To heighten my awareness of the sheer luck that has enabled me to be in an enviroment where I can harness whatever type of intelligence that I may be and feel safe. To keep in mind that throwing money at a problem is not a solution, and math and science aren't for everyone. At times calculus can be less valuable then a life skill. To be considerate that the situation of others does not necesasarily enable them to go to highschool five days a week, there are always the exceptions and the exceptional.
Harry Waters: Mission Statement
Growing up in such a fun, loving, competitive city like San Francisco, has been a blessing far superior than any gift I could receive. Having the opportunity and access to private education has first hand showed me the importance of courses that cater to the student’s desires. Education shouldn’t be a privilege, it should be a necessity. Never should anyone’s access to higher education be denied due to financial reasons. I believe that for someone to be truly content and happy with his or her life, they must not give up but pursue the qualities and facets of their life that mean most to them. We see more and more students dropping out of education because of the lack in quality, funding and catering, in relation to the student’s dreams or aspirations. Students should be doing what they love, schools should offer students access to their dreams as a life without education means a life without experience. To reach my full potential in what I dream of being, guidance must be present, to pick me up when I fall and challenge me when I succeed.
Paraphrased interview with a history teacher (Lincoln HS)
Over a two hour discussion, the following are some key/ memorable points of the dialogue:
At Lincoln HS, cultural differences sometimes hinder the educational process of the student. First and second generation Chinese American families, for example, view the school as responsible for nurturing and fostering the child's academic success; Latino families demonstrate a prioritization of the family over the individual's education; parents from backgrounds of lower education sometimes feel a distanced relation between themselves and their child's academic career, leading to less involvement in and support of the student's educational opportunities. And while none of the aforementioned stands as a rule for any one of the groups, this Lincoln High School teacher acknowledges these trends as realities in his classroom.
This general problem only served as a lead in to the discussion that would ensue - a discussion which would touch upon the divergent interests of the school's administrative and student bodies. While teacher unions, superintendents, and the general bureaucracy strive to perpetuate the availability of jobs in the educational system, they actively reinvest funds into new salaries, not student needs. This teacher vehemently believed teacher unions impede and muddle progress for both parties (those of the students and the school system itself).
Community, opined this teacher, is what's lacking in the current SF school district. Students who have to travel crosstown every morning and afternoon feel removed from their learning environment, detached from the school and surrounding community. Programs such as affirmative action place integration above education, citing the experiential knowledge gained from transracial interaction as more valuable than any detrimental qualities it may bring. Is this correct? Perhaps yes, perhaps no, but this is not for us to judge. From an objective lens of our mission, however, we can say in fact that charter schools catering to local communities (regardless of racial makeup) perform better than their orthodox counterparts. A school catering to a primarily Latino student body (>90% to be exact) in the Bayview/ Visitacion Valley area of San francisco reports that its students back this assertion, performing far higher than the local public schools in testing and daily class performance.
Furthermore, the parents of the students at these charter schools have a markedly higher turnout to school events, showing a greater level of interest and involvement with the school overall.
The idea of reducing the realm of a school to the local community may foster better results, but change will be hard to come by unless the political climate changes in the school system. According to our same Lincoln HS teacher, teachers have always voted Democrat, and the Dems have always therefore catered to their cause. Because of this dominance at the polls across this demographic, the Republicans have ceased to challenge this liberally-dominated realm, ceding the vote to their counterparts. What this causes, says our teacher, is a lack of competition - a one-sided vision without the checks and balances that makes a healthy democracy.
And while the general school structure may now be better understood, the nuances must be examined. Our teacher cites that students in his class lack basic life skills, ranging from how to formulate an argument in writing to something as simple as talking to their teacher. It's the little things that set back the whole curriculum, and it is these issues on which we will focus.
At Lincoln HS, cultural differences sometimes hinder the educational process of the student. First and second generation Chinese American families, for example, view the school as responsible for nurturing and fostering the child's academic success; Latino families demonstrate a prioritization of the family over the individual's education; parents from backgrounds of lower education sometimes feel a distanced relation between themselves and their child's academic career, leading to less involvement in and support of the student's educational opportunities. And while none of the aforementioned stands as a rule for any one of the groups, this Lincoln High School teacher acknowledges these trends as realities in his classroom.
This general problem only served as a lead in to the discussion that would ensue - a discussion which would touch upon the divergent interests of the school's administrative and student bodies. While teacher unions, superintendents, and the general bureaucracy strive to perpetuate the availability of jobs in the educational system, they actively reinvest funds into new salaries, not student needs. This teacher vehemently believed teacher unions impede and muddle progress for both parties (those of the students and the school system itself).
Community, opined this teacher, is what's lacking in the current SF school district. Students who have to travel crosstown every morning and afternoon feel removed from their learning environment, detached from the school and surrounding community. Programs such as affirmative action place integration above education, citing the experiential knowledge gained from transracial interaction as more valuable than any detrimental qualities it may bring. Is this correct? Perhaps yes, perhaps no, but this is not for us to judge. From an objective lens of our mission, however, we can say in fact that charter schools catering to local communities (regardless of racial makeup) perform better than their orthodox counterparts. A school catering to a primarily Latino student body (>90% to be exact) in the Bayview/ Visitacion Valley area of San francisco reports that its students back this assertion, performing far higher than the local public schools in testing and daily class performance.
Furthermore, the parents of the students at these charter schools have a markedly higher turnout to school events, showing a greater level of interest and involvement with the school overall.
The idea of reducing the realm of a school to the local community may foster better results, but change will be hard to come by unless the political climate changes in the school system. According to our same Lincoln HS teacher, teachers have always voted Democrat, and the Dems have always therefore catered to their cause. Because of this dominance at the polls across this demographic, the Republicans have ceased to challenge this liberally-dominated realm, ceding the vote to their counterparts. What this causes, says our teacher, is a lack of competition - a one-sided vision without the checks and balances that makes a healthy democracy.
And while the general school structure may now be better understood, the nuances must be examined. Our teacher cites that students in his class lack basic life skills, ranging from how to formulate an argument in writing to something as simple as talking to their teacher. It's the little things that set back the whole curriculum, and it is these issues on which we will focus.
Interview with Sean Carey (Sacred Heart Cathedral Prep)
•Describe an average day at your school (give us a feel of a walk through the halls).
Hella fuckers, I hate about 90% of the kids. I try to not be cynical, but it’s hard, when you’re surrounded by douche bags (one word?). It consists of running past hordes of people who seem, to coalesce into clumps like they’re white blood cells. It’s pretty much get in, get out.
•How much of a resource is your school in your life’s development? Do you think it actively contributes to your greater learning in life? Do you feel that your classes cater to your immediate and future needs?
There have been a few teachers who I believe have truly helped me, but I feel that my school is unrelated to my personal development. I have received a good base in classes, but most of the classes that I have taken are unrelated to my future plans.
•How do you think your curriculum could be better formatted to teach you life skills?
More opportunity for honors and accelerated classes for the lower divisions. More classes that directly apply to development practical things like personal finance.
•Is there respect at your school between students? Students and teachers? Teachers and parents? Parents and students? How does this affect your learning environment?
The older grades tend to be more respectful, but there are always a few obnoxious and disrespectful people. The good teachers respect their students, but there are many who have limited or no respect for their students. When a teacher lacks respect for his or her students then learning is impossible. I am unaware of the relationship between parents/teachers or parents/students.
•If you could change one thing about you school, what would it be?
Detach the school from its’ religious affiliation.
Hella fuckers, I hate about 90% of the kids. I try to not be cynical, but it’s hard, when you’re surrounded by douche bags (one word?). It consists of running past hordes of people who seem, to coalesce into clumps like they’re white blood cells. It’s pretty much get in, get out.
•How much of a resource is your school in your life’s development? Do you think it actively contributes to your greater learning in life? Do you feel that your classes cater to your immediate and future needs?
There have been a few teachers who I believe have truly helped me, but I feel that my school is unrelated to my personal development. I have received a good base in classes, but most of the classes that I have taken are unrelated to my future plans.
•How do you think your curriculum could be better formatted to teach you life skills?
More opportunity for honors and accelerated classes for the lower divisions. More classes that directly apply to development practical things like personal finance.
•Is there respect at your school between students? Students and teachers? Teachers and parents? Parents and students? How does this affect your learning environment?
The older grades tend to be more respectful, but there are always a few obnoxious and disrespectful people. The good teachers respect their students, but there are many who have limited or no respect for their students. When a teacher lacks respect for his or her students then learning is impossible. I am unaware of the relationship between parents/teachers or parents/students.
•If you could change one thing about you school, what would it be?
Detach the school from its’ religious affiliation.
31 March 2010
Interview with John Doe (San Mateo High School)
- the interviewer -
1) Describe an average day at your school (give us a feel of a walk through the halls)
2) How much of a resource is your school in your life’s development? Do you think it actively contributes to your greater learning in life? Do you feel that your classes cater to your immediate and future needs?
3) How do you think your curriculum could be better formatted to teach you life skills?
4) Is there respect at your school between students? Students and teachers? Teachers and parents? Parents and students? How does this affect your learning environment?
5) If you could change one thing about you school, what would it be?
- the interviewee -
1) An average day walking around mateo would be walking through the halls with my friends, seeing a bunch of people that I barely know, that i'm friendly with, or some people that i've never seen in my life. But at mateo, there is such a positive energy with all of the colorful posters on the walls and smiles on people's faces. I just feel really comfortable and safe when i walk through my school.
2) I think that through my school experiences and through the people i've met, I think that San mateo has been a huge resource in the development of my life, and I think it does contribute to greater learning in life; San mateo has a great foundation. I think that my classes don't cater to my future needs however because there is too structured of a curriculum.
3) I think that our curriculum could be better formatted with classes that really emphasize the importance of vocational skills for some students, or classes that really enhance future professions. like intro to business or engineering.
4) Yes, I think there is a respect at our school between students, because all of us acknowledge the incredible amounts of diversity that we have, respecting each culture, however, there will always be some conflict. I think that with students who are in advanced placement classes, we have a relationship with our teacher that becomes more of a mentor, which leads to a better respect, but with regular classes, there is a mediocre amount of respect. I think there is respect between teachers and parents, and I think that relationship between parents and students depends on the family. I think having a really comfortable relationship with the teacher makes it easier to learn.
5) If I could change one thing about my school, it would be the enthusiasm of the entire school, because i think everyone should be happy and excited to be at SM, but some people just go to school because they have to, and don't enjoy it.
1) Describe an average day at your school (give us a feel of a walk through the halls)
2) How much of a resource is your school in your life’s development? Do you think it actively contributes to your greater learning in life? Do you feel that your classes cater to your immediate and future needs?
3) How do you think your curriculum could be better formatted to teach you life skills?
4) Is there respect at your school between students? Students and teachers? Teachers and parents? Parents and students? How does this affect your learning environment?
5) If you could change one thing about you school, what would it be?
- the interviewee -
1) An average day walking around mateo would be walking through the halls with my friends, seeing a bunch of people that I barely know, that i'm friendly with, or some people that i've never seen in my life. But at mateo, there is such a positive energy with all of the colorful posters on the walls and smiles on people's faces. I just feel really comfortable and safe when i walk through my school.
2) I think that through my school experiences and through the people i've met, I think that San mateo has been a huge resource in the development of my life, and I think it does contribute to greater learning in life; San mateo has a great foundation. I think that my classes don't cater to my future needs however because there is too structured of a curriculum.
3) I think that our curriculum could be better formatted with classes that really emphasize the importance of vocational skills for some students, or classes that really enhance future professions. like intro to business or engineering.
4) Yes, I think there is a respect at our school between students, because all of us acknowledge the incredible amounts of diversity that we have, respecting each culture, however, there will always be some conflict. I think that with students who are in advanced placement classes, we have a relationship with our teacher that becomes more of a mentor, which leads to a better respect, but with regular classes, there is a mediocre amount of respect. I think there is respect between teachers and parents, and I think that relationship between parents and students depends on the family. I think having a really comfortable relationship with the teacher makes it easier to learn.
5) If I could change one thing about my school, it would be the enthusiasm of the entire school, because i think everyone should be happy and excited to be at SM, but some people just go to school because they have to, and don't enjoy it.
Interview with Jane Doe (Notre Dame High School)
- the interviewer -
1) Describe an average day at your school (give us a feel of a walk through the halls)
2) How much of a resource is your school in your life’s development? Do you think it actively contributes to your greater learning in life? Do you feel that your classes cater to your immediate and future needs?
3) How do you think your curriculum could be better formatted to teach you life skills?
4) Is there respect at your school between students? Students and teachers? Teachers and parents? Parents and students? How does this affect your learning environment?
5) If you could change one thing about you school, what would it be?
- the interviewee -
1. an average day at Notre Dame is filled with girls screaming and getting excited about prom or a party that weekend. there are always girls studying for a test for ap calc or honors modern world, and girls eating the yummy food from the campus café fill the dining hall throughout the day. ASB'ers parade down the hall announcing a rally or dodgeball game, or some other cultural event. it's a crazy place in those carpeted halls!
2. oh my gosh, they are a big resource. teachers and students and staff always want to ensure that you can perform to the best of your abilities, whether you want their help or not. going to an all girls school has helped me mature as a woman and has greatly improved my self-confidence. notre dame provided the impetus i needed to invest my time in my interests and the teachers, besides my peers of course, have basically become my confidantes throughout my highschool career :) my classes, especially the AP classes, have definitely prepared me for the future, teachers have really high expectations at notre dame, and they don't let students off without knowing that they have put in their best effort.
3. not really, i feel that alot of the classes, even religion (sometimes...) has helped improve my "life skills".
4. DEFINITELY. teachers and students have an awesome relationship, which enhances the classroom greatly. because of the teachers, students can very easily talk to teachers and ask for help, or just talk about life. teachers are very open to change and discussion about the curriculum or current issues, and the parents can see that in their daughters' AWESOME grades!
5. if i could change one thing about notre dame, i would want the staff to be a little more liberal, not in political views, but in social issues. for instance, dress code for dances/free dress days is a bit tight! also, certain teachers are very conservative when it comes to our classes budget for things like prom and rally events, which at times makes it hard to try and liven things up. but other than that, i love notre dame!
1) Describe an average day at your school (give us a feel of a walk through the halls)
2) How much of a resource is your school in your life’s development? Do you think it actively contributes to your greater learning in life? Do you feel that your classes cater to your immediate and future needs?
3) How do you think your curriculum could be better formatted to teach you life skills?
4) Is there respect at your school between students? Students and teachers? Teachers and parents? Parents and students? How does this affect your learning environment?
5) If you could change one thing about you school, what would it be?
- the interviewee -
1. an average day at Notre Dame is filled with girls screaming and getting excited about prom or a party that weekend. there are always girls studying for a test for ap calc or honors modern world, and girls eating the yummy food from the campus café fill the dining hall throughout the day. ASB'ers parade down the hall announcing a rally or dodgeball game, or some other cultural event. it's a crazy place in those carpeted halls!
2. oh my gosh, they are a big resource. teachers and students and staff always want to ensure that you can perform to the best of your abilities, whether you want their help or not. going to an all girls school has helped me mature as a woman and has greatly improved my self-confidence. notre dame provided the impetus i needed to invest my time in my interests and the teachers, besides my peers of course, have basically become my confidantes throughout my highschool career :) my classes, especially the AP classes, have definitely prepared me for the future, teachers have really high expectations at notre dame, and they don't let students off without knowing that they have put in their best effort.
3. not really, i feel that alot of the classes, even religion (sometimes...) has helped improve my "life skills".
4. DEFINITELY. teachers and students have an awesome relationship, which enhances the classroom greatly. because of the teachers, students can very easily talk to teachers and ask for help, or just talk about life. teachers are very open to change and discussion about the curriculum or current issues, and the parents can see that in their daughters' AWESOME grades!
5. if i could change one thing about notre dame, i would want the staff to be a little more liberal, not in political views, but in social issues. for instance, dress code for dances/free dress days is a bit tight! also, certain teachers are very conservative when it comes to our classes budget for things like prom and rally events, which at times makes it hard to try and liven things up. but other than that, i love notre dame!
Interview with John Doe (San Mateo High School)
• Describe an average day at your school (give us a walk through the halls...)
Walking into my newly built school is amazing! It’s so beautiful, there is crazy orange and black spirit everywhere, and you see people that you know at least one thing about everywhere you go. There is a wide diversity of students who all bring something special to the school, and as you walk through the halls it’s fun to see how all the different types of people like to interact.
• How much of a resource is your school in your life’s development? Do you think it actively contributes to your greater learning in life? Do you feel that your classes cater to your immediate and future needs?
Through my school, especially its Leadership program, I have grown immensely. I have learned great organizational, charismatic, learning, teaching, communicating, and other skills that I’m positive will help me for the rest of my life. Getting to take harder and more specific classes as I advance in grades certainly helps, because I get to focus hard to study on the things I’m interested in.
• How do you think your curriculum could be better formatted to teach you life skills?
It’s really hard for public schools right now, but a wider diversity of Honors and AP classes would help make me more interested in schoolwork, which might teach me those life skills.
• Is there respect at your school between students? Students and teachers? Teachers and parents? Parents and students? How does this affect your learning environment?
While fights will happen a couple times a year, for the most part there is a great respect between all the students, teachers, and parents of the school. Students really feel safe and respected, most people are exceptionally friendly, and it provides a good environment for everyone to learn and socialize in. The teachers and parents are very supportive of all San Mateo High School has to offer its students. If there are any differences, they are settled on the Dodgeball court!
• If you could change one thing about you school, what would it be?
Being a spirit commissioner, I would like to see every single person become as spirited as I am about my school, because it’s just so damn awesome.
Walking into my newly built school is amazing! It’s so beautiful, there is crazy orange and black spirit everywhere, and you see people that you know at least one thing about everywhere you go. There is a wide diversity of students who all bring something special to the school, and as you walk through the halls it’s fun to see how all the different types of people like to interact.
• How much of a resource is your school in your life’s development? Do you think it actively contributes to your greater learning in life? Do you feel that your classes cater to your immediate and future needs?
Through my school, especially its Leadership program, I have grown immensely. I have learned great organizational, charismatic, learning, teaching, communicating, and other skills that I’m positive will help me for the rest of my life. Getting to take harder and more specific classes as I advance in grades certainly helps, because I get to focus hard to study on the things I’m interested in.
• How do you think your curriculum could be better formatted to teach you life skills?
It’s really hard for public schools right now, but a wider diversity of Honors and AP classes would help make me more interested in schoolwork, which might teach me those life skills.
• Is there respect at your school between students? Students and teachers? Teachers and parents? Parents and students? How does this affect your learning environment?
While fights will happen a couple times a year, for the most part there is a great respect between all the students, teachers, and parents of the school. Students really feel safe and respected, most people are exceptionally friendly, and it provides a good environment for everyone to learn and socialize in. The teachers and parents are very supportive of all San Mateo High School has to offer its students. If there are any differences, they are settled on the Dodgeball court!
• If you could change one thing about you school, what would it be?
Being a spirit commissioner, I would like to see every single person become as spirited as I am about my school, because it’s just so damn awesome.
Interview with Alex Schulte of UoP (a reflection on her Sacramento public HS)
Describe an average day at your school (give us a feel of a walk through the halls).
- cant really remember...class, lunch, class, volleyball practice
How much of a resource was your school in your life’s development? Do you think it actively contributed to your greater learning in life? Do you feel that your classes catered to your immediate and future needs?
- AP classes helped with college, health class taught me about STDs but other than that and obvious academic knowledge, HS didnt really prepare me for the big world, I learned more at my part time job and playing sports
How do you think your curriculum could have been better formatted to teach you life skills?
- more student centered, more freedoms to study what we wish, more standardized test prep even though i dont believe in these tests they help for getting into college
Was there respect at your school between students? Students and teachers? Teachers and parents? Parents and students? How does this affect your learning environment?
- only saw disrespect when it involved students (to other students, teachers and parents), didnt hinder my learning enviro but im sure the teachers and parents were hindered in their teaching/control over students
If you could have changed one thing about you school, what would it have been?
- more diverse classes and the right to take what I was actually interested in instead of being force to study what I dont like
- cant really remember...class, lunch, class, volleyball practice
How much of a resource was your school in your life’s development? Do you think it actively contributed to your greater learning in life? Do you feel that your classes catered to your immediate and future needs?
- AP classes helped with college, health class taught me about STDs but other than that and obvious academic knowledge, HS didnt really prepare me for the big world, I learned more at my part time job and playing sports
How do you think your curriculum could have been better formatted to teach you life skills?
- more student centered, more freedoms to study what we wish, more standardized test prep even though i dont believe in these tests they help for getting into college
Was there respect at your school between students? Students and teachers? Teachers and parents? Parents and students? How does this affect your learning environment?
- only saw disrespect when it involved students (to other students, teachers and parents), didnt hinder my learning enviro but im sure the teachers and parents were hindered in their teaching/control over students
If you could have changed one thing about you school, what would it have been?
- more diverse classes and the right to take what I was actually interested in instead of being force to study what I dont like
26 March 2010
Interview with Maya Drexler (Berkeley High School)
- the interviewer -
1) Describe an average day at your school (give us a feel of a walk through the halls)
2) How much of a resource is your school in your life’s development? Do you think it actively contributes to your greater learning in life? Do you feel that your classes cater to your immediate and future needs?
3) How do you think your curriculum could be better formatted to teach you life skills?
4) Is there respect at your school between students? Students and teachers? Teachers and parents? Parents and students? How does this affect your learning environment?
5) If you could change one thing about you school, what would it be?
- the interviewee -
1) An average day at my school is very hectic/exciting. It is a very large school (over 3000 students) so there is never a dull moment. A walk through the halls is similar to a walk in a busy nyc street. It can be ridiculously frustrating and annoying because people are rude and push and are loud. But at the same time it is just another part of going to BHS and you learn to live with it. Walking through the halls you also notice how extremely diverse my school is and that is something I love and appreciate everyday. But any average day at BHS can have numerous crazy events. For example: fire alarms get pulled reguarly, the other week there were about three fights, there was a race war, a transvestite ran onto campus with scissors... just to give you a feel of how ridiculous it can be. But I love it and it keeps things interesting. There is no "average day" at berkeley high. But classes remain on schedule and everything gets done anyways.
2) I have definitely gotten a mixed education at berkeley high. I have had some amazing classes that I learned greatly from and really enjoyed and had teachers that were incredible. However I have also had classes that were wastes of my time and the teachers were jokes. But, I feel as though I have gotten the best overall education I could have ever gotten. I say this because going to BHS teaches you so much more than just your general education. I have been taught so many life skills that are irreplaceable and so valuable and that I know I can only get from going to berkeley high. So in that way I would say my school is a great resource in my life's development. I think my school contributes to my greater learning in life because it has taught me to be self sufficient, active for myself and my community, to seek help and attention when I need it and to go out and ask for things when they aren't immediately handed to you. My school is not the type of school that holds your hand and helps you through ever step of the way, which at first was hard for me but then I found it to be a blessing because I learned how to go and ask for what I needed and that is something I will definitely need in my future. Some of my classes have catered to my immediate and future needs. My English classes for the past 2 years have been excellent and I am a far better writer which has helped me immediately and will help in my future. But I feel like in the long term, what I learned from dealing with the administration and all the bureaucracy at BHS will be more helpful in my future.
3) I think my last two answers kind of answer this question because like I was saying, just going to berkeley high everyday teaches you plenty of life skills so it is kind of built into going there.
4) This is a tricky question because nothing is so cut and dry at my school, given that it is so large. I cannot say that there is a general respect between students, students and teachers, teachers and parents, parents and students because each case is unique. I am respected for the most part by students, teachers and parents, but have had numerous instances where I was not. But the school is just too big to make generalizations like that. I would say we have some great teachers that are very dedicated and treat their students with great amount of respect. However, we have teachers that are rude, direspectful and unfortunately on tenure so we can't get rid of them! But they just add to the funny BHS legends and stories so we make some good out of it. And the same goes for students. BHS is like a big city so in every city there are going to be some disrepectful people. Therefore I cannot confidently say that there is a respect among students but I will say there is a basic understanding between all BHS students. You cannot understand what it is like to go there until you experience it yourself, so we all kind of have this relationship where we feel connected because we have all shared the experience of BHS.
5) I would change a lot about my school but one important thing to me would be to make it more integrated. It is extremely diverse, but it is not integrated enough. You can walk into a class that is all white, all black, all hispanic and that is not right to me. We were the first school in america to integrate and yet we still have such voluntary segregation it is just absurd to me. I wish there was a way to fill the achievement gap and make all the classes integrated so we can actually have the diversity we talk about instead of just talking about it and so that everyone is given equal opportunities.
1) Describe an average day at your school (give us a feel of a walk through the halls)
2) How much of a resource is your school in your life’s development? Do you think it actively contributes to your greater learning in life? Do you feel that your classes cater to your immediate and future needs?
3) How do you think your curriculum could be better formatted to teach you life skills?
4) Is there respect at your school between students? Students and teachers? Teachers and parents? Parents and students? How does this affect your learning environment?
5) If you could change one thing about you school, what would it be?
- the interviewee -
1) An average day at my school is very hectic/exciting. It is a very large school (over 3000 students) so there is never a dull moment. A walk through the halls is similar to a walk in a busy nyc street. It can be ridiculously frustrating and annoying because people are rude and push and are loud. But at the same time it is just another part of going to BHS and you learn to live with it. Walking through the halls you also notice how extremely diverse my school is and that is something I love and appreciate everyday. But any average day at BHS can have numerous crazy events. For example: fire alarms get pulled reguarly, the other week there were about three fights, there was a race war, a transvestite ran onto campus with scissors... just to give you a feel of how ridiculous it can be. But I love it and it keeps things interesting. There is no "average day" at berkeley high. But classes remain on schedule and everything gets done anyways.
2) I have definitely gotten a mixed education at berkeley high. I have had some amazing classes that I learned greatly from and really enjoyed and had teachers that were incredible. However I have also had classes that were wastes of my time and the teachers were jokes. But, I feel as though I have gotten the best overall education I could have ever gotten. I say this because going to BHS teaches you so much more than just your general education. I have been taught so many life skills that are irreplaceable and so valuable and that I know I can only get from going to berkeley high. So in that way I would say my school is a great resource in my life's development. I think my school contributes to my greater learning in life because it has taught me to be self sufficient, active for myself and my community, to seek help and attention when I need it and to go out and ask for things when they aren't immediately handed to you. My school is not the type of school that holds your hand and helps you through ever step of the way, which at first was hard for me but then I found it to be a blessing because I learned how to go and ask for what I needed and that is something I will definitely need in my future. Some of my classes have catered to my immediate and future needs. My English classes for the past 2 years have been excellent and I am a far better writer which has helped me immediately and will help in my future. But I feel like in the long term, what I learned from dealing with the administration and all the bureaucracy at BHS will be more helpful in my future.
3) I think my last two answers kind of answer this question because like I was saying, just going to berkeley high everyday teaches you plenty of life skills so it is kind of built into going there.
4) This is a tricky question because nothing is so cut and dry at my school, given that it is so large. I cannot say that there is a general respect between students, students and teachers, teachers and parents, parents and students because each case is unique. I am respected for the most part by students, teachers and parents, but have had numerous instances where I was not. But the school is just too big to make generalizations like that. I would say we have some great teachers that are very dedicated and treat their students with great amount of respect. However, we have teachers that are rude, direspectful and unfortunately on tenure so we can't get rid of them! But they just add to the funny BHS legends and stories so we make some good out of it. And the same goes for students. BHS is like a big city so in every city there are going to be some disrepectful people. Therefore I cannot confidently say that there is a respect among students but I will say there is a basic understanding between all BHS students. You cannot understand what it is like to go there until you experience it yourself, so we all kind of have this relationship where we feel connected because we have all shared the experience of BHS.
5) I would change a lot about my school but one important thing to me would be to make it more integrated. It is extremely diverse, but it is not integrated enough. You can walk into a class that is all white, all black, all hispanic and that is not right to me. We were the first school in america to integrate and yet we still have such voluntary segregation it is just absurd to me. I wish there was a way to fill the achievement gap and make all the classes integrated so we can actually have the diversity we talk about instead of just talking about it and so that everyone is given equal opportunities.
Interview with Mollie Vitale (Marin Academy High School)
Describe an average day at your school (give us a feel of a walk through the halls).
Every other day is different. At MA we have odd days and even days, so I'll walk you through an odd day:
Day 1: My first class is Physics which starts at 8:00 am. This is my science class and we usually are in the middle of some intense project...for example, a Mouse Trap powered Car. Then I have a break period. Sometimes I'll be really hungry so I can go to the cafeteria to get a morning snack, otherwise it's a time to hang out with friends. Then I go to History, Culture, and Identity--my history class. We study our culture through classic films such as "M" and "Citizen Kane"...right now though, we are studying the effects of the marketing world on different age groups, and examining stereotypes. Then it is an all school assembly where there is a Senior or two--introduced by our student body president--who give a speech, and then announcements from anyone who has an announcement to make. Afterwards is lunch, which is self explanatory. After lunch I head to AP Statistics, my math course. We are learning about the T-distribution and how to apply it to everyday statistics problems...pretty straightforward. After school on Day 1 I have Yearbook. We meet from 2:30-3:00 and create parts of the MA yearbook in that time.
That's basically a day in the life of an MA senior.
How much of a resource is your school in your life’s development? Do you think it actively contributes to your greater learning in life? Do you feel that your classes cater to your immediate and future needs?
Oh absolutely. I feel that MA has not only taught me book material, but also lessons for how to live my life. Especially with our rich community and all the different extra curriculars available, such as Eco-Council and Peer Resources, Music and Book Swap and Ping Pong Club...there's something to be learned in every corner of the campus...even our Garden is a great spot to just sit and contemplate your day! My teachers have always conversed with me in outside topics such as "Lost" and the Giants vs theA's (who's the better team?)
How do you think your curriculum could be better formatted to teach you life skills?
Well...I believe if this one class that' already offer was mandatory for all students--Outdoor Skills--the entire school would have the ability to start their own fire, learn how to stop the poison of a snake get to the heart, etc...we would all be safe in the wilderness!!
Is there respect at your school between students? Students and teachers? Teachers and parents? Parents and students? How does this affect your learning environment?
Absolutely--everyone at MA is considered an individual with their own opinions...our environment here is enriched with safe community norms and trying debates every day.
If you could change one thing about you school, what would it be?
The center of campus used to be the MA circle. Now it is the BBLC building. This is because the cafeteria was moved from Foster (right behind the circle) to the downstairs BBLC (far away from the MA circle)...if the cafeteria moved back to where it was, the circle would be revived and some of the loss of MA spirit would come to life again!
Every other day is different. At MA we have odd days and even days, so I'll walk you through an odd day:
Day 1: My first class is Physics which starts at 8:00 am. This is my science class and we usually are in the middle of some intense project...for example, a Mouse Trap powered Car. Then I have a break period. Sometimes I'll be really hungry so I can go to the cafeteria to get a morning snack, otherwise it's a time to hang out with friends. Then I go to History, Culture, and Identity--my history class. We study our culture through classic films such as "M" and "Citizen Kane"...right now though, we are studying the effects of the marketing world on different age groups, and examining stereotypes. Then it is an all school assembly where there is a Senior or two--introduced by our student body president--who give a speech, and then announcements from anyone who has an announcement to make. Afterwards is lunch, which is self explanatory. After lunch I head to AP Statistics, my math course. We are learning about the T-distribution and how to apply it to everyday statistics problems...pretty straightforward. After school on Day 1 I have Yearbook. We meet from 2:30-3:00 and create parts of the MA yearbook in that time.
That's basically a day in the life of an MA senior.
How much of a resource is your school in your life’s development? Do you think it actively contributes to your greater learning in life? Do you feel that your classes cater to your immediate and future needs?
Oh absolutely. I feel that MA has not only taught me book material, but also lessons for how to live my life. Especially with our rich community and all the different extra curriculars available, such as Eco-Council and Peer Resources, Music and Book Swap and Ping Pong Club...there's something to be learned in every corner of the campus...even our Garden is a great spot to just sit and contemplate your day! My teachers have always conversed with me in outside topics such as "Lost" and the Giants vs theA's (who's the better team?)
How do you think your curriculum could be better formatted to teach you life skills?
Well...I believe if this one class that' already offer was mandatory for all students--Outdoor Skills--the entire school would have the ability to start their own fire, learn how to stop the poison of a snake get to the heart, etc...we would all be safe in the wilderness!!
Is there respect at your school between students? Students and teachers? Teachers and parents? Parents and students? How does this affect your learning environment?
Absolutely--everyone at MA is considered an individual with their own opinions...our environment here is enriched with safe community norms and trying debates every day.
If you could change one thing about you school, what would it be?
The center of campus used to be the MA circle. Now it is the BBLC building. This is because the cafeteria was moved from Foster (right behind the circle) to the downstairs BBLC (far away from the MA circle)...if the cafeteria moved back to where it was, the circle would be revived and some of the loss of MA spirit would come to life again!
Getting personal
How can four private school children relate to a situation that we have never experienced? While we may have found indications of where the problem lays in the numbers and data, we do not know the little details that add up to the task at hand. Regardless of how much we examine the system from afar, we will never be able to see its innards. These details can only be uncovered in exploring a student's empirical knowledge of the situation. Despite our lack of intimate familiarity with the dilemma, we will not let this stop us.
From all corners of the Bay Area - a region serving as a microcosm of the nation's educational system with examples of shining scholastic institutes and those more lackluster -we have begun to receive interviews from kids enrolled in all types of schools. Whether vocational, liberal arts, parochial, public, charter et cetera, we hope their insights might illustrate some continuities in their complaints. Through these continuities, we will more efficiently tackle the areas most detrimental in this issue.
So let the students speak.
From all corners of the Bay Area - a region serving as a microcosm of the nation's educational system with examples of shining scholastic institutes and those more lackluster -we have begun to receive interviews from kids enrolled in all types of schools. Whether vocational, liberal arts, parochial, public, charter et cetera, we hope their insights might illustrate some continuities in their complaints. Through these continuities, we will more efficiently tackle the areas most detrimental in this issue.
So let the students speak.
The start
The rising cost of education: how can we mitigate this? We feel one of the biggest aspects of the problem lies in the question itself. Is money inextricably linked to higher education? In our reasoning, there are multiple forms of intelligence one can achieve (mechanical, mathematical, social, technical, linguistic et cetera), therefore we find the limited, current definition of success – that higher achievement is accessible only through an academic lens – limiting and misleading. The problem with our educational system revolves around our inability to embrace our society’s vast amount of ‘cultural capital’ (differing histories, fields of ability, and passions of each student).
With the divide between private and public schools occurring on so many levels (social rifts, economic and resource advantages, safe and conducive environments to learning), we feel the question isn’t necessarily an issue of funding discrepancy (although it may make differences appear more acute), but rather a matter of how well the school can make the idea of a successful future tangible to the student’s present situation.
And with this said we go onwards.
With the divide between private and public schools occurring on so many levels (social rifts, economic and resource advantages, safe and conducive environments to learning), we feel the question isn’t necessarily an issue of funding discrepancy (although it may make differences appear more acute), but rather a matter of how well the school can make the idea of a successful future tangible to the student’s present situation.
And with this said we go onwards.
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