1. I would bet that over 30% of Asian-Americans in OUSD are ELL. Oakland High, where I teach, is 50+% Asian American, and large percentages of them are ELL (Although, we might be using nomenclature like “ELL” a bit causally)>

2. I did NOT say that OUSD students cannot handle college prep classes. I said that many classes that are labeled “college prep” do not merit the name, and should be made more rigorous. Hence, I am arguing for raising expectations, not lowering them. So, I’d thank you to retract the “soft racism” accusation.

1. I would bet that over 30% of Asian-Americans in OUSD are ELL. Oakland High, where I teach, is 50+% Asian American, and large percentages of them are ELL (Although, we might be using nomenclature like “ELL” a bit causally)>

2. I did NOT say that OUSD students cannot handle college prep classes. I said that many classes that are labeled “college prep” do not merit the name. Hence,

I’m glad you stated what the view of you “soft racists” really is. Do you realize that of the 10,000 Latino kids in this district- over 8,000 are considered ELL? How could this be when many more than 2,000 are born here?

Moving on….how many asians are considered ELL? Take a guess….It sure as hell isnt over 30%! Whys is that?

Another question, out of those 8,000 kids(which in essence is 80% of the Latinos in OUSD, 93% graduate withput adequate A-G qualifying classes.

That is data off of the OUSD Thriving Plan!! Gordon you dont thin students can handle college prep classes? That is the true matter in OUSD- low expectations, excuses, teacher activists, and oh yes/….by the way OUSD makes money in the identification of poor ELL students called EIA….

Parents should wake the hell up and get out of OUSD! Its a crime what these low lifes do!!

Thank you for finally clarifying that your inquiry was directed at whether, in fact, Oakland International HS offers a “college prep” education, as a teacher claimed.

That is an important question. I tend to doubt that students who have extremely limited English skills can get a true college-prep education, unless they are taught in their original language. I am thinking, for example, of the 10th grade social studies curriculum, which asks students to tackle fairly difficult conceptual topics, such as nationalism, Social Darwinism, Marxism, the political philosophy of Locke, Rousseau, etc.

But, that begs the question of whether most OUSD “college prep” classes merit the name.

You sujest I am “disingenuous” after you tried to “claim” the UC web sight confirmed your perspective, however, you were attempting to twist the facts to support your views.

I might be old, however, I’v seen people use such tricks before God put you on this good earth.

You asked, “what was this post about again?”
Courtney, talked about “pink slips” being passed out like government lunch meat and cheese at her school. Which is too bad.

She also talked about the vision of a “college-prep education” for her students.Which is great!
This resulted in my question about how many were going to the UC or for that matter any other college. This seems like a logical qusetion based on here statements. Some of you took my question and ran with it like a wild bore hog during mating season in a swamp. I hope and pray your not a teacher working with our children when this is how you responded to such a simple question.

Yes, the link does not say “2 years.” But the original poster’s point was obviously that it is very unlikely that, in 2 years, a student can become sufficiently FLUENT in English to gain entry to a UC, and link EXPLICITLY says that English fluency is required.

As for your grandson’s teachers, are you sure he is not confusing ‘fluency” with “lack of an accent”? They are hardly the same.

And, if I may, it seems you are being disingenuous when you claim that you were merely wondering whether Oakland International students are interested in UCs, since you asked how many were accepted, not how many applied.

Anyhow, what was this post about, again?

Thanks for asking. There is no point to make. I am interested in getting insight into what Courtney knows about her students higher education goals, dreams, etc.

Courtney,

Your views that the question is “measuring a teacher” or “cruel” is a very interesting assumptions for such a simple question. It could be that none of the students have an interest in a UC school.

Gordon, I read the link. No where does it say a student can not get into the UC system who has been speaking or studing English for two years or less.

Heck, my grandson said that he has had several math teachers who could not speak fluent English at the University and when he was in the public schools.

Did you click on the link? It explicitly states that international students are not eligible for admission to UC unless they can show English fluency on the TOEFL. That certainly makes sense, since classes at UC are taught in English. Kids do not go to Oakland International are, by definition, kids who come to this country speaking very, very little English. I think that ESL Teacher’s point is that it would be a very exceptional student who could be in that situation, and then, within a couple of years, speak English well enough to get UC-worthy SAT score AND complete the A-G requirements.