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“Aceves hasn’t cornered the market,” he said. “The name of game in this race is going to be independent expenditures by EdVoice, CTA, and other players that typically run their own campaigns.”
The name of game is race.
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Here; Let's readjust those words to show what it should have said:
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He seems to have learned the 'you scratch my back, I'll scratch yours' routine and is using it well.
What amazes me is that private schools cost so much less per student and give a better education. This crap of 'throw more money at the problem and it will be fixed' has been their excuse and solution and used for so long that they actually believe that it's true. But the public is getting tired of hearing it, when there's proof out there that it's not true.
The focus of education today is to coddle the student so that they have a feeling of accomplishment, even if they don't. They're considered good students if they just show up. That skills they learn seems to secondary to their feelings and they expect a good grade no mater what they turn in. Everyone 'owes".Comment
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An opinion piece by Roman Zhuk concerning budget cuts in the University Of California, edited version. Link for full version at bottom.
This opinion piece by Roman Zhuk does not constitute either endorsement or affiliation to any organization or cause.I'm a UC Berkeley student, and I went to class on Thursday rather than joining the campus walkout in protest of proposed tuition fee hikes.
I went because I'm sick and tired of a professional caste of malcontents among the students, faculty and workers that raises a hue and cry every time reality does not live up to their ill-founded sense of entitlement.
I like UC President Mark Yudof - he's an intelligent, articulate leader in difficult circumstances. That said, his commitment to "equity" - that is, budget cuts are to be distributed as equally as possible - is mistaken. It seems to rely on the idea that everything the university does is equally useful. Most reasonable people, however, will agree that this isn't quite true.
UC medical schools and hospitals are on the cutting edge of research - they save the lives of patients throughout the world with their innovations. We are supposed to redirect the bonuses their faculty receives for their fine work so the ethnic studies departments and the like don't lose any funding? No, thank you. I know the benefit of UC medical centers - I'm a bit less clear on the benefit to the general population arising from the ethnic studies department .
You are going to hear a lot of "demands" from the protesters. Pose this question to those making these demands: "There is a budget gap of hundreds of millions of dollars - where do you suggest the money to meet your demands comes from?"
The answer is that there is no easy answer. There is going to be pain and suffering. Students are going to have to figure out how to come up with more money for their tuition. Professors are going to have to make do with some reductions in their pay, as millions of other Americans are doing.
Nobody's happy about this. But higher education can't be isolated from the tribulations of the outside world. Skipping a day of school and pretending that something will magically change is a charade in which nobody should indulge.
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Aceves does appear to be quite the political back scratcher for a racist cause.
There was the comment by a teacher that the only reason Charter Schools work is because they have control over who enrolls and greater control over expulsion, and I suspect that the same is true for private schools.
Gang Banger? Gone.
Too distracted with the party next weekend, that Quinceanera next month, romance and young lust and the general lack of cultural value for education? Don't want to be here? Ditching school? Gone.
The public schools in California have to deal with all of it, as well as non proficient English speakers, as well as the agenda of "teaching" kids that they are "exploited Mexicans" rather than American students. Again, as well as pushing that "you're so special" entitlement crap on all the kids. All to the detriment of education while throwing dollars to the wind.
Chicanista "Aztlan" is running on only three cylinders. Low literacy rates and Latino drop out rates the same as forty years ago in a school system subverted by racist Chicanismo.
Forty years of Chicano studiesComment
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To try to make sense of California school funding and expense is a difficult task. Sources of School funding are about 60% state, 20% federal, and a hodgepodge of other sources, such as Mello-Roos assessments and developer fees.
It is a lot of work to sort through the information and make the apples work with the oranges. There is incomplete and sometimes contradictory information, some of which may come from misrepresented information in reports. There are different methods for interpreting data, and there are different methods of presenting data.
One report may compare teacher's salaries in various states and adjust for cost of living, but doesn't tie in cost per pupil, drop out rate versus graduation data or learning proficiency. There is a lot of room for misinterpretation or manipulation of data.
Some things come through on a common enough theme.Comment
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About California's K–12 System
About half of all California students are Latino and about a third are white.
California’s students face particular academic challenges given that almost half of them are from low-income families and a quarter are identified as English learners.
The state contributes about $6 out of every $10 that goes to public education, and state leaders largely control how much funding each school district in California receives.
Each district has an elected school board that determines how to spend the money allocated by the state, but the board does so within the constraints of state and federal law and (with very few exceptions) collective bargaining commitments.
In 2006–07, California had more than 600 charter schools, serving 3.6% of the state’s K–12 student population.
California’s expenditures per pupil began losing ground compared with the national average in the late 1970s and have remained below the national average since 1982.
More than 80% of school expenditures are for salaries and benefits for certificated staff—including teachers, administrators, and other professionals—and classified staff, such as bus drivers, clerks, and cafeteria workers.
California public schools have only about three-quarters as many staff members as do schools on average in the United States.
Since 1998, California has invested more than $70 billion ($35.4 billion in state bonds plus $36.5 billion in local bond measures) in improving and expanding its school facilities.
Last edited by ilbegone; 10-06-2009, 01:15 PM.Comment
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Teachers' Salaries
The average teacher salary in California was $63,640 in 2006–07, according to the NEA, higher than any other state. The U.S. average was $50,758. However, the relatively higher cost of living in California is a significant factor. When comparing teacher salaries among states, both the cost of living in each state and the seniority of the workforce play a role.
The American Federation of Teachers looked at average teacher salaries in 2000–01 and determined that when cost-of-living factors were taken into account, California ranked 16th in the nation.
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Teacher Salary and Expenditure Comparisons chart for 2006-07
I can't make the chart intelligible here. It is worth seeing. http://www.edsource.org/sys_overview.html
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A more recent 2005 analysis of elementary school teacher pay in 50 major metropolitan areas by the National Center for Policy Analysis (NCPA) provides further perspective. NCPA found that although elementary school teachers in San Francisco rank 2nd among the 50 areas with an unadjusted average salary of $59,284, the salary falls to $32,663 when adjusted for the cost of living, and San Francisco falls to 49th among the areas they compared.
Similarly, Los Angeles elementary school teachers' average salary ranked 4th before a cost-of-living adjustment and 48th after. Findings for secondary school teachers were similar.
NCPA determined metropolitan areas' cost of living by using the American Chamber of Commerce Researchers Association Cost of Living Index and calculated average teacher salaries using the U.S. Bureau of Labor Statistics' Metropolitan Area Occupational Employment and Wage Estimates report.Last edited by ilbegone; 10-06-2009, 01:15 PM.Comment
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High School Dropout and Completion Rates in the United States: 2007
Compendium Report
data for the District of Columbia, and Vermont were suppressed because
reporting standards were not met
Status dropout rates by race/ethnicity: The 2007 status dropout rates of Whites (5.3 percent) and Asians/Pacific Islanders (6.1 percent) were the lowest among the racial/ethnic groups considered in this report. The Black status dropout rate was 8.4 percent, followed by the Hispanic rate (21.4 percent) (table 6).
2007, the South and the West had higher status dropout rates (10.1 percent and 10.0 percent, respectively) than the Northeast and the Midwest (6.8 percent each)
Status completion rates by race/ethnicity: In 2007, among 18- through 24-year-olds not currently enrolled in high school, Whites and Asians/Pacific Islanders had higher status completion rates (93.5 percent and 93.1 percent, respectively) than Blacks (88.8 percent) or Hispanics (72.7 percent)
In 2007, some 56.1 percent of foreign-born Hispanics ages 18–24 who were not currently enrolled in high school had completed high school (table 9). Compared to foreign-born Hispanics, status completion rates were higher for Hispanics born in the United States
(85.9 percent for “first generation” and 85.1 percent for “second generation or higher”), although in each immigrant category Hispanics were less likely than non-Hispanics to have earned a high school credential
Status completion rates by region: Consistent with status dropout data by region, 18- through 24-year-olds in the South and West had lower status completion rates (87.2 percent and 87.1 percent, respectively) than their contemporaries in the Northeast (92.1 percent) and Midwest (91.4 percent)Last edited by ilbegone; 10-06-2009, 01:03 PM.Comment
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Interactive Map: See the latest high school dropout data for every local school (Sacramento region)
Phillip Reese
[email protected]
Published: Tuesday, May. 12, 2009 - 1:07 pm
Last Modified: Tuesday, May. 12, 2009 - 2:59 pm
Almost 5,000 students dropped out of high schools in the four-county region last year, according to statistics released by the state Tuesday. This map shows the high school dropout rate over the last four years at every high school with more than 150 students. Schools with a lot of kids in poverty had the highest dropout rates. Notice how many Alternative/Continuation schools have extremely high dropout rates, and often sit next to schools with low dropout rates. Critics sometimes contend many high schools foist likely dropouts onto these schools.
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Percentage of public high school students who graduate on time with a regular diploma.
In 2005-06, about three-quarters of the 2002-03 freshman class graduated from high school with a regular diploma.
This indicator examines the percentage of public high school students who graduate on time with a regular diploma. To do so, it uses the averaged freshman graduation rate—an estimate of the percentage of an incoming freshman class that graduates 4 years later.
For each year, the averaged freshman enrollment count is the sum of the number of 8th-graders 5 years earlier, the number of 9th-graders 4 years earlier (when current-year seniors were freshmen), and the number of 10th-graders 3 years earlier, divided by 3. The intent of this averaging is to account for the high rate of grade retention in the freshman year, which adds 9th-grade repeaters from the previous year to the number of students in the incoming freshman class each year.
Among public high school students in the class of 2005-06, the averaged freshman graduation rate was 73.2 percent in the 48 reporting states; that is, 2.6 million students graduated on time (see table A-19-1). Pennsylvania, South Carolina, and the District of Columbia did not report graduation counts in this year. Among the states that reported the 2005-06 graduation counts, Wisconsin had the highest graduation rate, at 87.5 percent. Thirteen other states had rates of 80 percent or more (ordered from high to low): Nebraska, Iowa, Minnesota, New Jersey, South Dakota, Vermont, North Dakota, Montana, New Hampshire, Missouri, Connecticut, Idaho, and Arkansas. Nevada had the lowest rate, at 55.8 percent. Nine other states had graduation rates below 70 percent (ordered from high to low): California, New York, New Mexico, Alaska, Alabama, Florida, Mississippi, Georgia, and Louisiana.
In order to compare rates across years, the averaged freshman graduation rates for the District of Columbia and the two states that did not report in 2005-06 were estimated. When these estimates are included with the reported 2005-06 data, the estimated rate for the nation is 73.4 percent. Using these estimates, the overall averaged freshman graduation rate among public school students increased from 71.7 percent for the graduating class of 2000-01 to 73.4 percent for the graduating class of 2005-06.
However, between 2004-05 and 2005-06, the overall averaged freshman graduation rate decreased from 74.7 percent to 73.4 percent. Overall, between school years 2000-01 and 2005-06, there was an increase in the graduation rate in 40 states and the District of Columbia; 9 of these states (Arkansas, Delaware, Hawaii, Kentucky, Missouri, New York, North Carolina, South Dakota, and Tennessee) and the District of Columbia (2004-05 data) had an increase of greater than 5 percentage points. The graduation rate decreased in 10 states (Alaska, Arizona, California, Louisiana, Michigan, Nevada, New Jersey, North Dakota, Utah, and Virginia), with Nevada being the only state experiencing a decline of greater than 5 percentage points.
Last edited by ilbegone; 10-06-2009, 01:09 PM.Comment
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So, what has forty years of Chicano studies leading to Chicanista takeover of the school system and many governmental office and civil service managerial positions as well as the Aztlanista demand for unfettered immigration done for Latinos of all varieties? All the veiled racism and racial agenda in "social justice" and "diversity"? That somehow Latinos are "push outs" rather than "drop outs"? That Latinos are victims of white exploitation and oppression?
About half of all California students are Latino and about a third are white.
Almost half of California students are from low-income families, who pay a minimum of taxes and consume a majority of public social services.
A quarter are identified as English learners.
The higher cost of living in California is a significant factor concerning faculty, administrative and other educational costs. Those factors are felt among the rest of the tax paying population in California as well.
In 2007, some 56.1 percent of foreign-born Hispanics ages 18–24 who were not currently enrolled in high school had completed high school .
Compared to foreign-born Hispanics, status completion rates for American born Latinos were higher
Graduation rates for Hispanics born in the United States were 85.9 percent for “first generation” and 85.1 percent for “second generation or higher”
In each immigrant category Hispanics were less likely than non-Hispanics to have earned a high school credential.
18- through 24-year-olds in the South and West had lower status completion rates (87.2 percent and 87.1 percent, respectively)
Again, Luis Torres says it best.
The failure of forty years of Chicano studiesWe stood up, and it mattered.
By Luis Torres
Quote:
The Chicano walk out of 1968 was about dignity and fundamental change that we're still striving for...
We also wanted to protest the conditions that led to a drop out rate hovering around 45%. Barely half of us were making it out of high school. Something was desperately wrong and we wanted to do something about it...
I gained a pride in my heritage that made me more comfortable with who I was -- a young man whose parents were from Mexico. I overcame the shame that I used to feel as a kid when my mother "spoke funny" in public. ..
In those times, I remember reading that "the best way to get the Man off your back is to stand up." We stood up on that day...
Forty years ago, the (white) Los Angeles school board was the Man. Today it (the militant brown board) is an ally with the community in the effort to improve education...
The drop out rate at my alma mater, Lincoln High School, and the other Eastside high schools is still about 45%...
PDF:
HTML:
http://www.latimes.com/news/printedi...,5135201.story
You can't blame it on the white man anymore, and no amount of money thrown at the problem will make a difference.
No more imported poverty. Enforce our immigration laws now.Last edited by ilbegone; 10-06-2009, 02:29 PM.Comment
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Drop outs and crime
It has been admitted by Latino activists that the drop out rate is virtually unchanged from 40 years ago, even though Chicanista dominated administration virtually dictates the school curriculum.
Forty years of Chicano studiesWASHINGTON - More than 3,400 murders and 172,000 violent assaults nationwide could be prevented if high school graduation rates were boosted by just 10 percent, a report released Wednesday says.
Law enforcement officials from across the country joined the national group Fight Crime: Invest in Kids to unveil the report, which shows that high school dropouts are three and a half times more likely than graduates to be arrested and eight times more likely to be imprisoned.
"With numbers like this, we're not just looking at dropouts, we're looking at a major public safety crisis," said Boston District Attorney Daniel Conley.
Nearly 70 percent of all inmates in the nation's prisons did not graduate from high school, the group said in a news release.
"I can tell you where to find dropouts. You can find them in any state. Go to where there are drug deals or prostitution going on. There are some as young as 13," said San Diego Police Chief William Lansdowne.
"Far too often, today's dropouts are tomorrow's criminals," he said.
The group is calling on Congress and state lawmakers to expand and pay for pre-kindergarten programs such as Head Start.
"Research shows that children who receive quality early childhood education have a much better chance of finishing high school," Cincinnati Police Chief Thomas Streicher said.
Nationally, more than $15 billion in lost wages and taxes, and health care and incarceration costs would be saved per year if graduation rates were increased by 10 percent, the report said.
http://www.azcentral.com/news/articl...ts0820-ON.htmlLast edited by ilbegone; 10-07-2009, 09:14 AM.Comment
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I'm going to explore the relationship between high Latino drop out rates and crime.
I was going to just cut and paste some stuff, but that's not right. I need to look at the problem a little closer.
There has been quite a stir on the anti illegal immigration side concerning "anchor babys" being gang bangers, this has been dismissed by the opposite corner as "nativist propaganda", and such.Comment
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For various reasons, one side wants to flood the country with people from Mexico. The immigrants, legal or not, have children. Some of those children become educated and have a purpose, get into all levels of education and all levels of government. Everything to do with enforcing immigration laws is made to be difficult, while social services are virtually pushed on new arrivals from south of the border. Meanwhile, multi generational kids who don't know the difference between Der Weinerschnitzel chili and a Mexican grandmother's version of Mole Poblano are inundated in school with a selective version of "Mexican" culture in school simply because of the tint to their skin.
However, educational achievement for that demographic is virtually unchanged from forty years ago, despite all the "programs" and "interventions" which weren't there forty years ago.
Latinos are more likely to be drop outs, despite curriculum which caters towards them, and drop outs are much more likely to be involved with crime.
There is the statement that funding programs is more cost effective than incarceration. However, where is the money going to come from? Why do we, regardless of race, have to cater to one ethnicity's inherent back ground cultural problems? Why aren't these children encouraged to assimilate in school rather than pointed back to Mexico at every turn? Race doesn't make for attitude. Why the attitude?
I look back at The Labyrinth of Solitude, wherein Octvio Paz writes in 1958 to the effect that the "Mexican" of Los Angeles doesn't want to be a part of either Mexico, or America, that he goes out of his way to be different and, even though he knows it is dangerous for him to do so, intends to offend.
I'm going to have to reread Paz. But, why the general attitude which leads to failure in America society? Can money thrown at that issue actually solve the problem?Last edited by ilbegone; 10-07-2009, 09:52 AM.Comment
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