http://www.sfweekly.com/2011-06-01/news/charter-school-thomas-edison-san-francisco-lauren-smiley/

An interesting tale that reminds us that not all charters automatically = better schools/improved outcomes.

Some do, some don’t — it depends on how well the school director and management are at leading, persuading, collaborating, business and administrative execution and coaching towards positive change.

In the case of Edison Charter Academy, the teachers were initially coerced/intimidated into voting 51%+ in favor of the charter conversion away from SFUSD with the usual propaganda (improved test scores, better conditions for the teachers, more freedom self-direction for the school itself).

While scores did improve some, the charter is not considered a success. Lots of issues with the board not going the direction that the parents and teachers wanted. The teachers recently voted to become an independent charter and are starting over again with a new board.

So it takes a lot more than “just being a charter” to be a successful school. I, for one, haven’t seen enough of the business and curriculum details to be in favor of the charter yet. If those come together and a strong, collaborative leadership team is in place, then the charter might have a chance.

I’m still concerned that the charter school committee and their supporting parents weren’t able to come up with the initial $10K startup money. This doesn’t bode well for how things may play out with regard to true parent community support and organizational abilities of the committee.

If we think we can get by for much longer demanding that our work force speak only English, we are being very naive. Already, it is hard to compete for a job if you speak “only” English!

Nearly every public service company for several years has paid a premium for people who speak another language, but they are finding those workers much easier to find now.

In very few years, a person able to speak only English will not be able to get a job anyplace in this or several other states! We need to demand that all kids get ‘language’ lessons right beside the ESL students.

For 12th grade, the data shows 670 Hispanic or Latino students and 1,249 white.

In 9th grade, the numbers are closer, with 1,073 Hispanic or Latino students and 1,285 white.

In kindergarten, however, there is a dramatic shift, with 1,190 Hispanic or Latino and 774 white students.

Of the district’s total enrollment of 34,116 students:
14,670 are white
12,258 are Hispanic or Latino
2,466 are Asian
1,625 are black
1,464 are Filipino
766 are two or more races, not Hispanic
326 are Pacific Islander
171 are Native American
and 370 are not reported.

But never fear, all the babies the teenage kids are adding will be in school in no time!

In one house around the corner; Grandma/Mom has 7 kids, one of them is just going to 1st grade. Her oldest daughter is 26 and has a kid in 1st grade, and her 15 yr old daughter has a two yr old! One of her sons also lives at home with girlfriend and baby.

They should keep all of the grammar schools open. They will need them in another couple of years.

However, it shows a dramatic increase in Hispanic/Latino students and decrease in white students.

I haven’t yet compared the enrollment data to Schreder’s, but that will be interesting to look at.

The CDE shows CVHS has 1,886 students, including 1,168 white, 380 Hispanic or Latino, 144 Asian, 81 Filipino, 65 black, 16 of two or more races, 12 Pacific Islander, 11 Native American and 9 not reported.

It also shows that Glenbrook MS has 525 students, including 188 8th graders, 166 seventh-graders and 171 sixth-graders.
Holbrook Elem. has 393 students, including 73 fifth-graders, 51 fourth graders, 62 third-graders, 56 second-graders, 79 first graders and 72 kindergartners.

We can also compare the CDE data to the Equity Advisory Team’s data.