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Santa Barbara School Board Weighs In on Future of Cesar Chavez Charter School
Weighing in for the first time on the controversial question of whether to close Santa Barbara’s only fully bilingual elementary school because of low test scores, the Santa Barbara Board of Education on Tuesday night deliberated until well past midnight before a jam-packed crowd — and appeared divided.
At issue is whether to renew the recently expired five-year charter of Cesar Estrada Chavez Dual Language Immersion Charter School, where students spend half of their time learning in English and the other half learning in Spanish.
District officials concede that refusing to renew the charter most likely would mean the end for the Eastside school, and — barring any special steps — that its closure could happen as early as December. Thus far, the board appears to strongly favor taking special measures to ensure that Cesar Chavez stays open at least until the end of the school year.
“I think it would be unconscionable to close down the school before the end of the year,” board member Bob Noel said. “To me, that’s just out.”
Less clear is where the board stands on the larger question of renewing the five-year charter, although early signs indicate the board narrowly favors giving the school one more chance.
But the matter is far from resolved, and the board will take it up again at its Nov. 24 meeting. Meanwhile, the clock is ticking: The state-imposed deadline for a decision is Dec. 15.
Like all charter schools, Cesar Chavez runs on public money but enjoys broad autonomy, enlisting its own parent-dominated board of directors to make major decisions. But every five years, it must go to the Santa Barbara Board of Education for charter renewal. The school’s charter officially lapsed last month.
Cesar Chavez School, 1102 E. Yanonali St., opened in 2000 partly in response to how the Santa Barbara School District — and later, the state of California — abolished bilingual education in regular public schools. It’s a small school, with 256 students, who all wear maroon uniforms.
When it opened, the demographic makeup of the school’s roughly three-dozen students was about 87 percent Latino and 8 percent white. Today, the school has grown, but the ethnic breakdown has changed only slightly, to 84 percent and 10 percent, respectively. About two-thirds of the school’s students are considered English learners.
District administrators, led by Superintendent Brian Sarvis, say the school’s test scores are abysmally low — so much so that the school doesn’t meet state requirements for renewal.
School officials, led by Principal Eva Neuer, insist that the students are performing on par with other students in the district. They add that dual-immersion students — who begin their grammar-school years learning in their native tongue — can’t be measured in the same way as students in a traditional setting. They say the young students temporarily drag down the test scores of the entire school. Cesar Chavez supporters say students’ scores gradually improve, and by sixth grade are generally caught up or better.
At Tuesday night’s emotional meeting, about 400 parents and children crammed into the school district’s main boardroom, filling it to capacity as well as an adjacent overflow room, which contained a big-screen TV airing a live feed of the meeting. Many parents wore headsets to listen to the debate in Spanish, as narrated by a translator. Children wore their uniforms and played in the area.
The five-member board served as a kind of jury, listening to the two sides — Cesar Chavez advocates and district administrators — with each giving wildly diverging testimonies on the effectiveness of the school.
On the one hand, Cesar Chavez staff, parents and co-founders — including recently re-elected Santa Barbara City Councilman Grant House — portrayed the school as a place that fosters incredible integration between two cultures that, in Santa Barbara, often find themselves worlds apart despite their proximity.
“When our students go out together on the playground, and when they work together in the classroom, there’s no division based on socio-economic factors, there’s no division based on race,” said parent Lee Fleming, president of the school’s governance committee.
“There’s one thing that every child needs to know, and that’s, ‘Can you help me in English, or can you help me in Spanish?’ There’s no division in our community, and that is the strength that will be lost forever if the school closes.”
On the other hand, Sarvis and other administrators presented chart after chart showing how the test scores at Cesar Chavez — no matter how you slice it — are by far and away the lowest in the district.
“Board, it hurts me to have to give you this report,” Sarvis said. “These are the nicest people in the world, and it’s hard to tell you anything negative about them.”
He went on to say how, in his opinion, data provided by the school intended to show the students performing on par with others in the district is misleading.
For instance, addressing the claim that the students catch up by the sixth grade, Sarvis countered that Cesar Chavez advocates didn’t break out the data for English learners, who generally are considered at high risk for dropping out. He said a closer examination reveals that just 18 percent of the school’s sixth-grade English learners scored proficient in English language arts, compared with 29 percent of English learners across the district.
Administrators also displayed a chart indicating that Cesar Chavez was among the three lowest-performing dual-immersion charter schools in California, out of a field of about 60.
District officials added that the matter is not about money, pointing out that — for complex school-financing reasons — closing Cesar Chavez and letting the remaining schools absorb the students actually would run counter to the district’s financial interests.
However, district administrators did allow that Cesar Chavez missed one of its conditions for renewal by only a paper-thin margin. (To qualify for renewal, charter schools need to meet only one of four minimum standards; Cesar Chavez was zero for four.) Last year, had Cesar Chavez scored a mere two points higher on its Academic Performance Index — a state-assigned score of 200 to 1,000 given to every school to reflect the aggregate performance of its students — it would have met one of the state’s four minimum requirements, thus negating the need for the entire discussion.
Some parents found that fact infuriating.
“We would not be having this discussion if our API was 649 instead of 647 — two points out of 649,” parent Cornelia Alsheimer-Barthel fumed. “Did you do a recount?”
House, too, betrayed his borderline exasperation at the district staff’s position, saying he found the tenor of the dismal test-score data to be generally at odds with his day-to-day experience, and therefore implausible.
“These kids are coming in fully prepared — with cultural competence up the wazoo,” he said. “There’s something fundamentally good about this school, and the measurements are not showing it.”
On the board, the most skeptical of Cesar Chavez’s claims was trustee Kate Parker. “It alarmed me to learn you have never looked at your English-learner data this closely before,” she said. “There seems to be a sense of denial about some of the data.”
Trustee Susan Deacon also expressed concern about the test scores. “I think we all really value what you value about your school, but we have to be careful we’re not doing a disservice to some of those children,” she said. “Those scores should be disturbing to everyone at that school.”
Surprisingly, Noel — normally a stickler for test scores, and who voted against the formation of the school as a trustee in 2000 — expressed a willingness to give the school another shot, albeit with oversight that he proposed should be “intrusive” and “draconian.”
“Looking at the data, you have to recognize the school has not done a good job,” he said. “But I do not want to give up on it.”
Most sympathetic to the school seemed to be trustee Ed Heron, who, like some of the parents, also was troubled by how the school missed one of its targets by a margin that was nearly negligible.
“Cesar Chavez is special,” he said. “Trying to judge them by two points seems so out of the realm of reality.”
Heron also spotted some legal language allowing school districts and charter schools to form joint committees for the purpose of resolving disputes. He asked why that had not happened; no one had a good answer. Before the night was through, the board appointed two members — Heron and Parker — to serve on such a committee.
Interestingly, the swing vote could shape up to be trustee Annette Cordero, who, before her days on the school board, was one of the school’s founding members.
On Tuesday night, Cordero held her cards fairly close, on the one hand remarking that the ordeal never should have come as such a surprise to the school, but on the other saying she didn’t feel comfortable comparing the school’s test scores with those of the district’s traditional schools.
“We don’t have any other school in which the data are so unclear,” she said.
As for Sarvis, he said he doesn’t believe that the school is willing to play by anyone else’s rules.
“I don’t see they have it in their hearts to take ownership of this problem,” he said. “You’re still being told the school is doing just fine.”
— Noozhawk staff writer Rob Kuznia can be reached at .(JavaScript must be enabled to view this email address).
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» on 11.12.09 @ 05:24 AM
And how does Sarvis take ownership of SBHS being in program improvement, or the devastating FCMAT report that basically said there is no Special Ed department? The arrogance of this superintendent, who has no clue of the value of this school to this community, is far more troubling than the missing two points on the school’s test score.
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» on 11.12.09 @ 07:57 AM
SBHS and other district schools are Program Improvement…and their scores are all WELL above Cesar Chavez’. Because of the program improvement schools and the FCMAT special education report, significant changes have been made and are being made in the district. Are you suggesting that they should reform elsewhere but just ignore the problems at Cesar Chavez??
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» on 11.12.09 @ 08:25 AM
Why would any competent parent want to send their child to one of the lowest ranked schools in one of the lowest ranked states in the US?
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» on 11.12.09 @ 09:14 AM
Yes, just 18 percent of the CCCS’s sixth-grade English learners scored proficient or advanced in English language arts.
Yet Dr. Sarvis and Ms. Parker failed to mention that Washington’s 6th grade English Learners scored 15% on the same test.
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» on 11.12.09 @ 10:16 AM
John Locke asked:
Why would any competent parent want to send their child to one of the lowest ranked schools in one of the lowest ranked states in the US?
* * *
Let’s answer the question from the back-end first. I send my child to a school in California because that is where we happen to live. It would be extremely difficult for us to send our child to school in Arizona, Washington, Nevada or Illinois for that matter, while living here in Santa Barbara.
Now, why CCCS? Because we feel that above all else, achieving bilingualism, and better yet, bi-literate capabilities, is extremely important.
Let us completely disregard studies that show students who are bilingual achieve this and that in later test scores or other, perhaps magical, abilities. We’re concerned about the *here and now*.
Look around you. Look at history.
California has *never had* a monolingual culture. This state has been immersed in multiple languages since before its inception.
We, as a country, are openly mocked because the vast majority of our otherwise educated citizens only speak one language.
* * *
In recalling what I had to learn in grade school and comparing it to what my kid is currently learning, I see vast parallels. I see no deficiencies on test scores.
Why are other students doing poorly? Could it be that a huge percentage of the school’s families have never had anyone graduate from college? Presence of a family member who has gone to college is shown to significantly impact test scores for elementary school students.
Did you know that CCCS has a specific program in place to help these families not only understand the US school system and CA’s in particular, but also to put the notion into these families that their children CAN go to college? For many people who have children in CCCS, going to high school, mere HIGH SCHOOL, was never an option.
Can you fathom that? I bet it was a given from the day you were born that you’d attend high school and I’m secure in guessing that attending college was practically a birthright.
Would you not want to help these families achieve greater goals?
When we raise the level of the tide, it lifts all boats. I am raising the tide for my child by helping ensure the acquisition of a second language. I am helping raise the tide for other children by participating heavily at CCCS.
I ask you, John Locke, what have you done to help a local school? You decry CCCS students’ test scores, but what have YOU achieved, besides snicking a great philosopher’s name for your nom de plume?
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» on 11.12.09 @ 01:18 PM
To you first point: since CCCS placed last in the ratings, there are clearly better schools in the area - not necessary to move to Arizona.
The idea that bilingualism is of highest importance on the scale of eduation topics is to me utterly ludicrous. I certainly agree that more Americans should be bilingual, but first in English, the official language of our country, then in a second language of their choice. If the stated purpose of CCCS is to first educate children in Spanish in a county where the language of state is English, then I submit the priorities in that school are wrong. We already have too many people in this country who can’t spell, balance a checkbook, write a coherent sentence, or participate in a logical discussion without turning it into a personal insult session, much less understand the complexities of the ballot issues.
I have no children yet pay a rather large, to me anyway, tax bill to support public education. That money is clearly not being spent wisely, as California continues to languish among the bottom few of the 50 states in ratings of public education.
It sounds to me that you ar arguing for a continuation of substandard eduation. If one believes that education should be managed by experts in the field, the one must be prepared to accept the decisions of the experts, or, perhaps, start one’s own charter school or become and expert and participate in the rating process.
And, by the way, Eleanor Roosevelt observed that great minds discuss issues while small minds discuss people; you mind want to consider that before turning a discussion of issues into an assault on personalities.
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» on 11.12.09 @ 03:27 PM
Mr. Locke, I put it to you that Simone did not insult you but you insulted all of us with your initial post.
You clearly and purposefully intimated that anyone who has their child at CCCS is “incompetent”.
So, please, take a deep breath and back away from this topic. It is evident you are too thin-skinned not to mention hypocritical.
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» on 11.12.09 @ 04:32 PM
Do you ever get the feeling that the current way schools are judged has been dumbed down to a one-size-fits-all approach?
When parents want to send their kids to a school but the State says no, it seems we are sort of entering into Orwell’s Brave New World where the individual has no rights or method of expression.
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» on 11.12.09 @ 05:11 PM
But I DO believe that a parent who want to keep their child in a school that is at the bottom of the rankings in a state at the bottom of national rankings is not looking out for the best interests of the child, although I’m quite certain they think they are. If the school powers haven’t said so, then they should. Sorry if you think its an insult, but as war is said to be too important to leave to the generals, perhaps education, or decisions on the quality thereof, is too important to leave to the parents. Do those of you arguing to keep this school open have ANY professional qualifications beyond those of being a parent to support your arguments? And I’m wondering how many pro-CCCS posters are the teachers themselves. Santa Barbara is a town where many people are unafraid to claim expertise on any topic, whether they have that expertise or not. My point is that the decision is best left to those with actual expertise and government authority to make the decisions. Unless, of course, you think the entire public education system here is flawed (I’d agree with you), in which case you should either put your kids in private school or move. And as a citizen whose tax money goes to fund public edcation, I have every right to expect that the institutions so funded meet standards.
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» on 11.12.09 @ 05:20 PM
And BTW, your accusation of hypocritical is a bit of pot and kettle, coming from someone who wants to spend public money to keep open a school that the public process has already deemed substandard - three years in a row.
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» on 11.12.09 @ 05:44 PM
SBHS and other district schools are Program Improvement…and their scores are all WELL above Cesar Chavez’. Because of the program improvement schools and the FCMAT special education report, significant changes have been made and are being made in the district. Are you suggesting that they should reform elsewhere but just ignore the problems at Cesar Chavez??
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» on 11.12.09 @ 06:12 PM
Test scores at a charter school might reasonably be lower than cohort public schools because the methods and objectives of the charter school are different.
So CCCS ought to present some measurable objectives specific to that school’s curriculum that demonstrate the success of the program.
Presumably, a goal at a dual-immersion campus would be that Spanish speaking kids ought to be advancing in English skills at a faster rate than similar children in regular schools. And English speakers ought to be gaining demonstrable competence in Spanish.
It is the burden of the CCCS faculty and community to show the Board and the public that they ARE achieving something measurable. So far I haven’t seen such data.
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» on 11.12.09 @ 07:04 PM
To John Locke and others,
I would like to attempt to answer multiple questions in the simplest way that I can think of. For questions regarding test scores, achievement, measures, and qualifications of those who support CCCS please refer to the school website and read any (or all) of the posted letters from University Professors, teachers, and other professionals in the field of education. I believe you will find much evidence that students attending CCCS are indeed achieving, how that achievement has been measured, and based on statistical evidence the expected trajectory of test scores for this school.
For example, Dr Lee of UCSB’s Graduate School of Education states,“Despite the significant amount of research that has demonstrated its effectiveness in the US and in Canada (see Baker, 2006; Cummins, 2002; Howard, Sugarman, & Christian, 2003 for reviews), unfortunately, judgments are often made based on averaged test scores across grade levels that do not take into account the developmental model of dual immersion programs.”
Please take time to read comments from the multiple “experts” who support CCCS.
Thank You,
Tracy Ewing
Parent of second grade CCCS student and
Doctoral Student
Graduate School of Education
U.C.S.B.
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» on 11.12.09 @ 09:05 PM
Interesting points. But I have to wonder why it took three years of substandard performance for the parents and their supporters to challenge the ratings. Did they think the state was not serious about ratings? Just seems to me that even, or maybe especially, if you think the rating system is flawed, that waiting until the school’s charter is under fire for three years of substandard performance is waiting too long.
And BTW, here’s a bit of totally unscientific opinion: the knowledge level of kids that I personally know who graduated from charter schools in SB(not CCCS, but schools rated much higher than CCCS) in my mind throws the whole concept of charter schools into question.
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» on 11.12.09 @ 10:03 PM
Mr. Locke,
I appreciate your skepticism. However, have you done as I have suggested and read the letters? If you had it seems to me that you would understand.
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» on 11.12.09 @ 10:09 PM
As to questions concerning why parents would choose a school with such a low state rank, please understand that CCCS parents are aware of the school’s scores but are also cognizant of the fact that by the sixth grade student scores are comparable, and by High School, a time when test scores are the most important, Dual immersion children’s scores are superior to their peers. There is a plethora of other reasons why highly intelligent parents are choosing Cesar Chavez Charter School for their children that I will not attempt to explain at this time. For some of these reasons please refer to the Teachers Letter or the letter from Gordon Sichi, The Anacapa School Headmaster.
http://www.chavezcheetahs.com/cccssos/Letters.html
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» on 11.13.09 @ 02:26 PM
Dual language and cultural immersion is a good theory.
Of course, the economic future cries out for the second language to be in: Chinese,
Hindi, Japanese, Korean, not Spanish.
How many Chavez Charter kids are learning those languages, to any level of State proficiency?
If Cordero was a co-founder of the Chavez Charter School, isn’t she ethically conflicted? Could she even vote? If so, would her vote have any credibility?
Too many area schools are already sub-standard in too many educational measures.
Why is the School Board taking all this time on just one, higher profile school, out of all those others sinking in learning’s choppy waters?
It often looks like there’s already so much paternalism, denial, dysfunction, in the local school district, that the vocational future of its students is a already pretty grim, whether Chavez Charter School survives or not.
Isn’t there anyone there who has the guts to step beyond political correctness, and
challenge the teachers, the students (and their families) to accept a curriculum with
the real rigor needed to meet California’s future challenges?
I don’t mean “teaching to the tests,” which is how LA and Detroit try to cope.
Rather, a school system where literacy, math proficiency, knowledge of history and geography, computers, science, foreign language, business skills, are the solid foundation for most students, no matter what language they try to learn in.
Is Chavez School really a Just-needs-one-more-year case? Or is it another Emperor
-has-no-Clothes story?
If Chavez School is not meeting its minimal standards now, why not?
We need clearer answers, with more fact and less emotion.
Otherwise, how will one or two more years on expensive taxpayer life-support make any real difference?
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» on 11.13.09 @ 06:13 PM
Publius said:
Dual language and cultural immersion is a good theory.
Of course, the economic future cries out for the second language to be in: Chinese,
Hindi, Japanese, Korean, not Spanish.
Number of people who speak:
Chinese 1,120,000,000
Hindi 182,000,000
Japanese 125,000,000
Korean 75,000,000
English 480,000,000
Spanish 332,000,000
Source: Ethnologue, 13th Edition, Barbara F. Grimes, Editor. © 1996
Near as I can tell, there are more Spanish speakers than Japanese and Hindi speakers COMBINED.
Now, let us tally up the number of COUNTRIES where Spanish is the official or predominant or government-business language.
Spain
Equatorial Guinea
Mexico
Costa Rica
Cuba
Dominican Republic
El Salvador
Guatemala
Honduras
Nicaragua
Panama
Puerto Rico
Argentina
Bolivia
Chile
Colombia
Ecuador
Paraguay
Peru
Uruguay
Venezuela
In short, I deny your claim that Japanese or Korean or Hindi are better options for the “economic future”.
I will grant you Chinese would be a valuable language to learn, as would any of the ones you list. However, that’s not a reasonable goal in this area. In the San Francisco Bay area, there is at least one Chinese two-way immersion school. I’m sure there is somewhere that has a Hindi immersion school. I know that if you wish to drive to LA, you can take free Hindi lessons at the ISKCON (Hare Krishna) temple down that way. I also understand their restaurant’s food is very tasty!
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» on 11.13.09 @ 06:58 PM
This is why American kids are falling behind—Mexifornia-is here—Arrest the illegals aliens and they will take the anchor babies with them—That would be a good thing..
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» on 11.14.09 @ 04:07 AM
per what Publius wrote on 11.13.09 @ 02:26 PM:
For what it’s worth those numbers reflect the numbers of native speakers. I say this because English has the highest number of Second-language speakers in the world. I also believe Hindi has quite a few people who speak it as a second language.
From everthing that I have read, Chinese would be the most practical language to know (English being in first place) from the standpoint of international practicality and of course Spanish would be the most practical for Americans to speak.
Ideally, all people in North and South America should be fluent in the three languages mentioned. That would cover all bases.
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» on 11.14.09 @ 06:57 AM
Cesar Chavez Charter School
The issue is not global education or is it simply choice.
The issue is Educational Performance Standards. The teaching and administrative staff and parents clearly understood the formalized sustainable components and standards which the school operates under.
The agreed upon standards have not been met. Not only at the local level but the state level.
I agree with the Board in terminating this Charter. It is not working and parents and staff should accept the lack of child learning failures. I have previously served on a local school board.
Without educational performance standards including performance management of teachers, then you can’t manage performance.
I also have worked international training assignments. Guess what? INDODESIA, SRI LANKA, PAKISTAN,english is now being encouranged form top down government officals.
The school should be closed for not meeting performance standards
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» on 11.14.09 @ 10:39 AM
CCS is a great school it just needs a little restructuring and that would help the students scores. Guaranteed! CCS could make their english education better if they took the focus off of mexican culture and Cesar Chavez. For 4 years my daughter did the same play about Cesar Chavez and mexican workers rights. I can understand one year… but not every year. They need to broaden their education in eglish through art, social studies, and language arts. If they made this a priority, they can and will succeed! My kids test scores were low at that school too, but now they are higher than other kids and she is bilingual FOREVER.
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» on 11.14.09 @ 07:13 PM
Correction: I quoted Publius when I should have quoted Just the facts when I referred the numbers of speakers of various languages.
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» on 11.15.09 @ 11:23 AM
Why should they play by any rules? They don’t believe the school is there to educate their students. Rather it is intended as a propaganda mill to perpetuate separatism between races and “promote political correctness” in the name of “cultural diversity”. It is a political opportunity providing a platform to perpetuate wrongs or percieved wrongs (and even hatred and resentment) from events that are decades or even centuries old!
Cultural diversity is something that can be encouraged and practiced in the home or the community if it is deemed to be important enough, just as it has in virtually every other race of peoples who have immigrated to this country.
No one else ever expected or demanded that their public schooling should have been taught in Italian, Polish, Japanes, Chinese or Portugese “immersion”. So, surprise, surprise, the vast majority of children from those many diverse races who have attended public schools in America, and obtained their education in English, have done very well. In fact many who wanted to study other languages and cultures have done so in schools without ever sacrificing their basic education.
I guess the tests these millions of other students took must have been fixed and their grades heavily slanted in their favor, just because of their respective racial origins. Or as some claim, the system was designed to discriminate against Hispanic peoples.
More likely it was because these other diverse students just understood that the public schools, funded by all Americans, were provided to people of all races who wanted to learn their basics and also become Americans, and were not children of people who are intent on establishing a colony or enclave of different or “diverse” people intent on creating a permanent separate community and culture, that is, one comprised of immigrants from their country of origen, above all else!
Multiculturalism is rewarding but it never made anyone a better reader per se, nor did it alter the fact the 9 times 9 is 81 and gravity is less on the Moon than on earth!
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» on 11.15.09 @ 11:42 AM
“Just the facts”:
What difference does it make how many people speak Spanish in the world? Undoubtedly in those countries where public education is provided, they teach basic subjects in Spanish, not English or Japanese!
The issue here is THIS IS AMERICA and everyone came here knowing that basic fact and presumably wanted to be AMERICAN. People of many races throughout the previous decades and centuries have done just that and have preserved their culture, customs and languages where they felt it was important to do so!
They also learned to speak English because this is an English speaking country. So the first step is to learn English, that is to read, write and understand it because if one wanted to be successful in school and do well in the important and basic subjects tested on, or even to get a job later on, or a position as an engineer, doctor or lawyer, it would not be in Spanish unless they were going back to one of the countries you listed as “Spanish speaking”.(or perhaps to serve the residents in ever burgeoning separtist enclaves in this country bent on remaining a “Spanish Colony” within the United States)!
It is fundamental that if one migrated to another country, either to get employment, to get a free education or just to enjoy the freedom and opportunities that country provided, like America does, that one learns the language of the host country!
The many other races that have immigrated here never expected or demanded that publically funded schools have “immersion programs” in their particualr language and expect the testing of basic subjects to be skewed so that they could continue their separatist agenda in their new country of residence!
Ceasar Chavez school is a failure because it has a different political and separatist agenda inimical to the basic purposes of a public education system!
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» on 11.15.09 @ 07:23 PM
Despite low test scores, I don’t doubt that some parents would appreciate Cesar Chavez school: different children flourish in different environments. I myself like the idea of a truly bilingual system of education. However, as a person for whom English is a second language, I am surprised to hear that bilingual skills can be blamed for low test scores.
What bothers me is that the school administration sited Cesar Chavez at another elementary school, and it has had a moderate and negative impact on that school and on the neighborhood itself. Those of us who live in the neighborhood and send our children to Franklin school were never asked if we wanted to share our space with another elementary school with an opposing philosophy.
Two hundred plus students, teachers, school staff, parents, visitors daily—of course, they have an impact!
Also, the idea of a charter school is to allow parents leeway in choosing an educational path for their children. In return, they are supposed to follow certain agreements. If Cesar Chavez isn’t following those agreements, perhaps it might want to become a private school?
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» on 11.16.09 @ 12:46 PM
1. That letter certainly fits into your “scientific” approach. 2. What kind of educator would put the names of students on the internet?
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» on 11.18.09 @ 09:57 AM
So if Cesar Chavez School closes, does that mean we can have a new medical marijuana dispensary in the area?
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