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STAR scores show improvement in Contra Costa County

By Theresa Harrington
Saturday, September 8th, 2012 at 4:23 pm in Contra Costa County, Education.

California’s recently released Standardized Reporting and Testing, or STAR, results for students in grades 2-11 showed most districts in Contra Costa County made gains in English language arts and math from 2011 to 2012. The state’s goal is for each student to score proficient or better.

Here’s how the districts stacked up against each other, with comparisons of English scores from 2011-12 followed by comparisons of math scores:

Percentage of Contra Costa district students scoring proficient or better:

2011 English, 2012 English,(Change), 2011 Math, 2012 Math,(Change)
Acalanes HS: 84.8, 87.2,(+2.4), 56.1, 57.5, (+1.4)
Antioch Unified: 47.1, 49.2,(+2.1), 38.3, 40.4, (+2.1)
Brentwood: 65.8, 69.1, (+3.3), 68.3, 68.4,(+0.1)
Byron: 62.1, 64.4, (+2.3), 64.4, 65.5, (+1.1)
Canyon: 79.6, 78.8, (-0.8), 70.4, 71.7, (+1.3)
John Swett Unified: 46.4, 50.3, (+3.9), 42.1, 43., (+0.9)
Knightsen: 64.4, 61.7, (-2.7), 68.4, 67.9, (-0.5)
Lafayette: 85.3, 87.6, (+2.3), 85.4, 88.0,(+2.6)
Liberty HS: 52.9, 60.4, (+7.5), 26.0, 29.5,(+3.5)
Martinez Unifed: 66.8, 69.0, (+2.2), 62.3, 65.6, (+3.2)
Moraga: 91.8, 93.3, +1.5, 90.6, 90.6, same
Mt. Diablo Unified: 56.8, 59.4, (+2.6), 52.1, 53.1, (+2.0)
Oakley: 55.9, 61.0, (+5.1), 52.9, 57.3, (+4.4)
Orinda: 91.6, 93.1, (+1.5), 91.2, 92.1, (+0.9)
Pittsburg Unified: 41.0, 44.3, (+3.3), 41.9, 43.5, (+1.6)
San Ramon Unified: 84.7, 86.1, (+1.4), 78.5, 79.4, (+0.9)
Walnut Creek: 81.0, 83.4, (+2.4), 79.9, 82.7,(+2.8)
West Contra Costa Unified: 42.0, 44.2, (+2.2), 37.8, 38.1, (+0.3)
CONTRA COSTA COUNTY: 60.6, 63.3, (+2.7), 55.1, 56.5, +1.4)
CALIFORNIA: 54.4, 57.2, (+2.8), 50.4, 51.5, (+1.1)

High schools in unified districts tended to score worse on math than elementary and middle schools in those districts, according to this 2012 comparison provided to the Times by the Liberty high school district, which said its scores were comparable to other high schools:

ACALANES:
Acalanes HS ELA: 88.2; math 59.3
Campolindo HS ELA 89.1; math 57.7
Las Lomas HS ELA 81.3; math 48.7
Miramonte HS 93.5; math 67.2

ANTIOCH:
Antioch HS ELA 40.4; math 10.8
Deer Valley HS ELA 53.2; math 18.9
Dozier-Libby HS ELA 70.5; math 16.4

LIBERTY:
Freedom HS ELA 56.6; math 29.4
Heritage HS ELA 73.4; math 34,0
Liberty HS ELA 60.0; math 25.8

MARTINEZ:
Alhambra HS ELA 69.1; math 55.8

MT. DIABLO:
Clayton Valley HS ELA 58.0; math 26.4
College Park HS ELA 67.9; math 37.1
Concord HS ELA 51.5; math 22.9
Mt. Diablo HS ELA 33.2; math 10.8
Northgate HS ELA 78.3; math 46.6
Ygnacio Valley HS ELA 32.9; math 15.0

PITTSBURG:
Pittsburg HS ELA 35.1; math 18.2

SAN RAMON VALLEY:
California HS ELA 80.4; math 65.0
Dougherty Valley HS ELA 88.7; math 74.5
Monte Vista HS ELA 85.7; math 60.1
San Ramon HS ELA 79.0; math 56.4

WEST CONTRA COSTA:
De Anza HS ELA 37.2; math 11.8
El Cerrito HS ELA 42.4; math 15.8
Hercules HS ELA 50.0; math 14.8
Kennedy HS ELA 16.3; math 3.1
Middle College HS 81.3; math 32.6
Pinole Valley HS ELA 36.5; math 9.5
Richmond HS ELA 20.5; math 2.5

How do you think high schools could improve math instruction?

[You can leave a response, or trackback from your own site.]

  • School Teacher

    I’ll go ahead and try to get the conversation started here. That means that I’ll have to be a little more black and white about what could be done. I will readily admit that when dealing with this individually there are multiple factors involved. But, I think people need to realize that most kids are part of a group that will be in the neighborhood of 30 or more students, so the idea of individualization of instruction, in my opinion, is not possible. “Feasible” is probably a better word to use, because you can always reduce class size if you have enough money to afford that, but not in public education, at least for the moment.

    So, my most practical thought is- if a student doesn’t pass a class, they must re-take it. And if they have to re-take it a few times, so be it. And passing that class will include getting a “basic” or higher score on their CST test. I think most people would agree that there is rampant grade inflation in the math sequence (as well as other subjects). I think there is huge pressure to “make” the kids “stay on track” year to year, even if they haven’t shown real mastery. I’m speaking more from the perspective of the years when they will get actual grades for classes (although this will apply equally to other grading systems as well). If a student doesn’t show they have learned algebra, then they should re-take it. And further, if they show that they can’t do basic math (fractions, percents, etc)they should be required to take a class where these topics are covered. (I’m not sure that there is even a class offered at the high school level that covers these topics because it is assumed that they have already been learned) But, at least in high school, they will be down credits because of that failure, so this creates pressure to figure out a way so the student can “pass” so they can get credits for graduation. That passing grade in no way says the student is ready for the next math class, but they end up there anyway, where the same thing can happen all over again. I also think there is a huge amount of pressure on the kids to conform to a certain sequence of math classes through high school. I don’t know if this more of a social pressure, or parent pressure (“My kid has got to compete for going to college”), but it is crap. You want to push yourself some, sure. But when you are in over your head, that is not pushing, and particularly in math, the idea that you can do extra work to catch up (which usually involves past math concepts that haven’t been fully learned or understood) is all but impossible in my opinion. Students need to be appropriately placed in a math class, and they should only move through the sequence as they show they are getting it. I know this is an oversimplification, but I would say that hardly any of it happens presently, so even figuring out how to do this within the present system I think would help. It doesn’t necessarily require anything new, fancy, or draining to a budget. It simply requires setting some boundaries/rules that must be met before moving on.

    Sorry about the length (I hope the english is correct.It was too long to bother to proofread by the time I finished). But, I look forward to seeing others’ thoughts and opinions about this.

  • Anon

    I never understood why there is one math level (in middle school). Since everyone learns differently why can’t they have levels of math lower middle and excelled. This way no matter where you are you are learning and being challenged. I know I do math tutoring for my child to learn the concepts and master them. The tutor started back to the basics of 6th grade to make sure all concepts were mastered. English should be the same. Not every kid is great at everything they all have their strengths and weak areas.
    While I am happy to see the numbers heading in the positive direction. We should all be ashamed of the scores in our district.

  • Flippin’ Tired

    Dougherty Valley HS ELA 88.7; math 74.5

    Wow. What are they doing that others can emulate?

  • School Teacher

    @FT #3-

    That is a good question. I would love to hear from someone at Dougherty Valley to see if they do something special or different in the way of instruction or appropriate placement.

    But, I will follow up with this-

    Do you think that it is only because of what they are doing at Dougherty Valley?

    Those numbers are great, but ALL the numbers of the San Ramon and Acalanes HS districts are high compared to others. How much of that are you willing to attribute to their educational history that comes before they even get to high school? I’m willing to bet that the scores for their feeder elementary and middle schools are also very good. What would really be interesting is to find a high school that has poorly performing feeder schools, but have strong high school scores.

  • Flippin’ Tired

    Another good question would be: why are elementary numbers good in some schools, but drop off in the high schools they feed into?

    I know my kids are sick to death of being tested constantly. Wonder if an every-other-year approach might not garner better results. If the participants don’t buy in to the test, there’s no chance they’ll do their best.

    I also think testing 2nd graders is an enormous waste of time and money.

  • Hell Freezing Over

    FT @5:

    I’d go even farther and propose 3rd, 6th, 9th and 12th grades for STAR. Up to each of those milestones, it’s working on the concepts that help to master the skills, not beating the kids over the head with how to fill the bubble, which takes away real learning / teaching time leading up to and then taking the STAR. There are enough (or should be) pop quizzes and finals to determine if more learning is needed in between those grades.

  • Doctor J

    Lawrence’s brainchild SASS is on the chopping block after poor performances across the Board, except for SIG schools in recent STAR testing — Lawrence refuses to release the “estimated” API scores, which without the massive gains of the three SIG schools would be down over 25 points in the district. SASS’ single focus of “Test, test, test, test” using the Curriculum Associates materials has not produced the “one size fits all” across the board success in TWO full years. Instead, the SASS department has more than doubled since Lawrence announced in May 2010 it would save $50,000 a year [never even true since Lawrence's numbers were not the "real" salaries]. Lawrence claims he needs to save $10 million. SASS not only filled up Wing C at Dent, it now has a dozen staffers hiding over at Willow Creek Center. Lawrence bet the farm on SASS — he bet on the wrong horse. One size does not fit all. Look for another desperate move by Lawrence before the election.

  • Ladymar

    The number of instruction hours lost last year because of the mandatory Curriculum Associates testing for me last year was over 20 hours (class periods at middle school). The number of “teachers out of the classrooms days” to “go over the data” was a minimum of 4 but more for some teachers. There may be some teachers who don’t know what to teach, but if you’re teaching the standards and give quizzes and tests on a regular basis, a teacher knows what his or her students need to learn. The other thing to note is that C&A tests the new “CORE” standards but the STAR tests the “old” state standards. As far as I’m concerned, SASS is a complete waste of funds which could be used elsewhere in this needy district.

  • anon

    In looking over the STAR test data, I noticed one interesting thing in the math scores. If you look at the scores for General Mathematics, you would see that Northgate HS, which has the highest overall API scores in the high schools, shows over twice the number of students taking the General Mathematics test as any other school. I would be interested in knowing why this is. In reality, the General Mathematics test has a penalty associated with it because it is considered to be an 8th grade level test. But, if this better prepares those students for taking their algebra I class the following year, they will get the payoff in better scores in subsequent years. This doesn’t involve a large number of students, so it’s not like this has some huge impact on their API score, but I’m surprised at that pattern compared to the other high schools. I believe that most students (or maybe I could also say “parents”) have this hell bent attitude about pushing into higher levels of math before they are really ready for them, which is a recipe for disaster as far as helping them really learn the material. This is why you can have a fair number of high school graduating students being placed in surprisingly low level math classes at college.

  • Theresa Harrington

    This is slightly off topic, but I found this blog post that helps teachers distinguish between “shy” and “introverted” students interesting: http://bit.ly/RxvFX6

    Do you think extroverts get more attention from teachers than introverts?

  • Doctor J

    Rose Lock’s report on STAR testing was so embarassing — just wait until the API scores are released. I got so tired of hearing: “We need to work on that.” The bright spot, as I reported, was the 3 SIG schools — why ? Because the FEDS & STATE caught Rose and Lawrence in an audit not complying with the SIG Grant and made them “increase the instructional time” in a Corrective Action Plan — which Rose never acknowledged. SASS is not engaged at the SIG schools — What Rose admitted is that the SIG schools are more “focused” than the others — well folks, whose job is it to keep them focused ? Hello Rose and Steven. Remember, that if you take out the three SIG schools from the STAR tests, the API’s will drop about 25 points, and really show how ineffective SASS has been. The Board elimination of SASS showed about 18 months ago it would save the district over a million dollars — with SASS now triple in size, it would probably save two million. Guess who was the SASS “coach” for Gretchen Jacobs at Sun Terrace last year ? None other than Susan Hukkanen — now departed to Butte County Office of Education as an Assistant Supt, to join her husband, Supt of Paradise USD. Guess who got her that job ? Same guy that got her promoted to Dent but at least now they are married.

  • Theresa Harrington

    Some Walnut Creek residents appear to be renewing their efforts to separate city schools from MDUSD: http://bit.ly/Pcw6CZ

  • Doctor J

    Ruth Carver needs to understand its much easier to dump Lawrence and bring in a whole new team on the Board. Linda Mayo needs to “retire” either voluntarily or involuntarily — Lynne Dennler is an embarassment to teachers — and as soon as Sherry Whitmarsh is defeated, she will be dumped by Chevron; she has embarssed them to no end.

  • John Q

    at least Carver is willing to sign her name and take a stand

  • Dump the MDUSD

    The revolution has begun, just as was predicted by the MDUSD Parody video on youtube.

    Northgate will soon be free of the vindictive clutches of Sherry Whitmarsh.

    VOTE NO ON WHITMARSH!

  • Sue Berg

    Dr J, again, you have your facts wrong. When Roger Bylund was appointed Asst. Supt. of Elementary Education in MDUSD in the early 2000s, Susan Hukkanen, his wife, had to step aside from a job she enjoyed: principal of, as I recall, Mountain View Elementary. In his new position, Roger directly supervised all the elementary principals. It would have been a conflict of interest for him to supervise his wife. In recommending Roger’s appointment to the Board, Supt. McHenry consulted with his administrative team to determine a placement for Susan that would be good for her and the district. She had worked in the Curriculum and Instruction Dept. before becoming a principal and was thus reassigned there as “principal of special projects” (same job level; not a promotion). She became the district authority and lead on school site planning, particularly in regard to the Single Plan for Student Achievement process. Her supervisor was C&I Director Linda Rondeau, now superintendent of Pittsburg USD. Roger, Susan, and Linda are all conscientious, professional, and highly qualified educators who’ve earned the jobs they hold.

    Now, at the risk of being blasted, I have a question for you: How are you able to spend so much time on this and other blogs during your work day in the MDUSD? You clearly have a lot of knowledge, especially about SIGs, and have provided good information to blog readers–along with undeserved swipes at some people I know to be hard-working and student-focused. However, when you write during the work day, it gives weight to the criticism that public employees have time on the job to waste. I know that’s not true. I wish you would not give the impression that it is.

  • Anon

    Hey Sue,

    You resurfaced quickly this time after being called out for posting anonymously, after deploring people who post as anon.

    Sue you are an absolute riot, keep up the good work.

  • Sue Berg

    Dr J, Roger and Susan were married at the time he was appointed assistant superintendent and she was transferred from a school principalship to a job at Dent. You implied that he gave her a promotion. Not true.

    And rather than explain how you’re able to spend so much time on the Internet during work hours, you respond with an even nastier swipe at two good people. I apologize to Roger, Susan, and anyone else I offended by writing a comment that provoked such an offensive response.

    And Anon, until you’re ready to use your name . . .

    Theresa, I know you want this to be a site for people interested in MDUSD to receive and exchange information. Unfortunately, the bullies are winning the day.

  • Anon

    It is my opinion that RB is not a caring student advovate. I had the opportunity to have a sit down with him while he was overseeing elm. schools. I left feeling like “no wonder schools are so bad” with people like him running them. Now we have worse.

    Sue, how do you know if Dr. J works for the district?
    Perhaps he/she is just a very well informed person with someone on the inside.
    Now you are calling everyone bullies for not agreeing with you.
    It seems that the in this district many people are sleeping with co-workers or are getting married and getting promotions out of it. The bottom line is they are ripping off our kids to benefit their own wallets.

  • Theresa Harrington

    Sue, I agree that Dr. J’s subsequent comment was offensive and I have deleted it. I covered MDUSD back then as a Concord Transcript reporter and I recall that Hukkanen and Bylund were married when Hukkanen was principal of Mountain View Elementary and Bylund was principal of Woodside Elementary — which was obviously before his promotion to the district office.

  • Wait a Minute

    Sue Berg @16 & 18

    Well Sue, speaking about inappropriate relationships/conflicts of interest. We now know for a fact that:

    #1 The recently divorced for cheating on his wife Greg Rolen and “Advanced Interpreting Services” owner Marisol Padilla were “co-habitating” before Greg’s recent announcement that they recently had married.

    #2 Yet as “General Counsel” whose duties include all manners of legal responsibilities to the district regarding conflicts of interest, Rolen’s partner had been getting district contracts for “interpreting services” that total in excess of five-figures.

    Does this kind of blatant conflict of interest by the district’s so-called legal guardian condern you at all?

  • MDUSD Board Watcher

    WAM #21,

    Sue Berg is the great district apologist. It is difficult to imagine why she is, except for the fact that she is probably angling to pick up the PIO job which will be flown soon.

    As someone said above, Sue is an absolute riot. Pure comedy gold. Look for her posting as “Long-Time Board Watcher” also.

  • http://www.k12reboot.com Jim

    @12 Theresa — I admire Ruth Carver for her tenacity, and I would love to see the WC schools get out from under MDUSD management, but I believe that there is almost no liklihood of her proposal being successful. State law gives considerable discretion to school districts in setting their boundaries, and in this case, it is difficult to see why any of the three districts that are running the show would agree to the proposed transfer.

    With all of the financial, performance, and accountability challenges that CA districts face these days, parents often see their local schools as fragile and vulnerable. Why would a majority of WCSD residents agree to such a significant increase in the size of their district? Yes, it could bring more parcel tax dollars, but it’s not clear that current WCSD students would benefit, on a per-pupil funding basis. I suspect that many parents would focus more on the numbers of new students and teachers who would be joining the district and what uncertainties would accompany them. As for the voters in the Acalanes Unified HS District, with no sentimental ties to the rest of Walnut Creek, they probably have even fewer reasons to support the addition of a 5th high school to their already relatively well-performing district. Even if WCSD or Acalanes administrators privately believed that taking in the new WC students would be a wise move for their districts, it would be near career suicide for any school administrator to advocate “taking” students from an adjacent district that opposed the transfer. Education administrators have long memories, and violating one of the prime rules of district monopolies — “thou shalt not covet they neighbor’s students” — is a big no-no.

    I believe that the supporters of WC Schools Together Now could have a larger and more immediate impact if they lobbied the City of Walnut Creek to make support of school choice a major objective in the City’s upcoming strategic planning discussions. Good public schools can have a huge impact on a city’s health and livability, and there are many things that a city can do to encourage the kinds of school choice and accountability that can lead to better public schools. (Clayton demonstrated that by supporting the CVCHS conversion, but there are other actions cities can take.)

    I would certainly like to see all of WC’s schools escape from MDUSD management. (In fact, I’d like to see ALL of the MDUSD’s schools escape the district’s control.) But the merger proposal just doesn’t seem to have any viability, and it may distract residents from other approaches that could have more immediate positive results.

  • Wait a Minute

    Like a change in the WUSD Board majority?

  • Anon

    Jim, you’re missing the big picture. Charters are great but unless every school goes charter, most students and usually the neediest will be stuck with district mismanagement. See “The Lottery” and the poor kids who did not win. And even CVCHS is stuck in the district and subject to its elementary and middle school policies, its revenue limit and its whims about the school facility.

    The district system must be reformed. You can’t fix it by dumping Lawrence any more than you fixed it haha by dumping McHenry. Just look at a map and see that MDUSD’s size makes a huge friggin mess for anyone to handle. The boundaries were set up by dirty developer deals-think local construction family with IRS and other major legal squabbles. Then district staff are paid $$$ to maintain the status quo-that’s why State law allows a city or LAFCO to change the boundaries. The County Board must acknowledge MDUSD is a friggin mess-they work in the same building with Hansen. Even if WC can’t unite, still MDUSD should be divided.

    The bottom line = revenue. You seem to be an expert and do you realize that boundary reorganization might increase the revenue limit up to 10% for all the students. The responsible course of action would be for districts to get a FCMAT report about a possible revenue increase.

  • Doctor J

    @Jim, here is the 2008 Powerpoint considered by the CCCBOE in evaluating the WC City request for school district boundary reorganization. The issues are pretty much the same today, and so I don’t see any real interest by the CCCBOE in revisiting these issues. http://www.cccoe.k12.ca.us/supe/pdf_articles/SCHOOL_DISTRICT_REORGANIZATION_9-8-08.pdf

  • http://www.k12reboot.com Jim

    @ Anon 25 — I am puzzled by your post. You say that “unless every school goes charter” others will be stuck with the district. What is wrong with every school becoming a charter, if that is what the local community wishes? Some school communities may wish to stay with MDUSD, and that would be fine. But why not allow, and even help, the others to gain their independence? And by the way, the benefits of these charters aren’t limited to the schools themselves. The choices that they create allow families to find genuine alternatives to their neighborhood school, and that tends to force greater accountability on the schools that families do not choose. (Even in the jobs-for-life world of traditional public schools, you don’t get to keep the doors open if no students show up.)

    I agree that rearranging the deck chairs on the sinking SS MDUSD is unlikely to keep this unfortunate district from sinking further. Changing a few of the job holders won’t do it either, because the district would still be a large, unaccountable, monopoly, and such districts simply aren’t performing that well anywhere in the U.S. But I don’t understand your suggestion for going to LAFCO, which doesn’t control school district boundaries, as is explained in Dr. J’s ppt link @27. The CCCBoE has the boundary authority, and I suspect that they are acutely aware of the dysfunction at MDUSD. (The district is an ongoing source of embarrassment to almost everyone in the county who works in education. The unusual approval of CVCHS, I believe, was a not-so-subtle rebuke and warning to MDUSD to clean up their act.) But that doesn’t mean that the CCCBoE would ever violate tribal norms and actually shrink the district. Slide #25 in the ppt mentioned above tells the story. The WC areas of MDUSD hold only 10.29% of the students, but provide a highly disproportionate 22.52% of the district’s assessed valuation. The members of the CCCBoE would be publicly flayed by the leaders of their profession for permitting such a “transfer of wealth” from a poorer district to one that is more affluent.

  • Anon

    Holbrook should have gone charter and it would still be open. I’m waiting for every MDUSD high school to follow CVCHS and go charter. I’m still waiting . . .

    LAFCO can initiate school district reorganization under Education Code 35721(c), and must be given notice under Education Code 35721.5. It’s hard for you and Doctor J to dispute the actual State law, which was passed because the Legislature thinks districts and developers tend to be biased, the epitome of understatement.

  • http://www.k12reboot.com Jim

    @28 Anon — I’m not sure what you’re getting at. I do not purport to be an expert in the Ed Code, and I am not disputing any state law. If you Google “LAFCO changing school district boundaries” you will see multiple official reports where local governments are being advised that LAFCO entities do NOT have jurisdiction over school district boundaries, just as the CCCBoE was advised. There may be exceptions. If you know of any instances where a LAFCO decision changed a school boundary (as opposed to simply influencing the decision of another body with actual boundary authority), please enlighten us. If you are simply making a theoretical argument, with no basis in precedent, well, let’s just acknowledge that.

    As far as I know, except for minor adjustments of borders for small neighborhoods here and there to fit transportation and attendance practices, school district boundaries do not EVER get changed, when there objections from any of the school boards involved (which is almost always).

    I agree that if Holbrook had become a charter, its chances of being open today would be greater. One of the reasons MDUSD faces declining enrollment and the need to close schools, is because of its poor academic reputation and the lack of choice within the district. Teachers and parents should recognize that the MDUSD practices that are sinking (and shrinking) this district could one day lead to the closure of their own school.

  • Doctor J

    Jim and Anon you both acknowledge the declining enrollment; so why then do we have so many “overflow” students ? I have been trying to get others “interested” in this issue, but either I am explaining it wrong or it is so boring no one is interested. Lawrence is using “overflow” to make de facto boundary adjustments. What he does is determine that certain schools, like Meadow Homes, should have a lower student population, but he hit a brick wall when he went with the boundary adjustment concept. So what he does instead, with a sleight of hand, is takes away teachers from MH [less FTE's in certain grades] and adds FTE’s to neighboring schools he wants them shifted to. Shebang ! He just did a boundary adjustment and didn’t need board approval or parental involvement. Then he makes the children walk to school. The impact is primarily on low income and minority students.

  • http://www.k12reboot.com Jim

    Dr. J, I assume that he does that because he does not believe that the people and culture at, say, Meadow Homes, will be as supportive of the students’ academic achievement as the people and culture at their new school. As you know, sometimes administrators just give up on a school, and since it can be so much work to actually fix things, it is sometimes easier (on the administration) to move the students to another school. I’m just guessing here, but since the students have to go wherever Dent tells them to go, that might be what’s behind it.

    I realize that the impact is primarily on low income and minority students, but that applies to almost all of the dysfunction and mismanagement at the district. Incompetence at almost any level of government tends to be hardest on the most vulnerable. That’s why so many of our leaders have to keep reminding people that their leadership is all about “helping people”. Otherwise, people might start to believe their own lying eyes…

  • Anon

    Dr. J,

    Are you suggesting that Lawrence is an outright racist?

  • Hell Freezing Over

    @30 – Dr J:

    We are interested in district overflow / decling enrollment.

    Like all else in this district, even though those two “things” have been brought up multiple times – both as standalone or combined in argument, in public comments during board meetings and also in many blog posts / debates during the school closure fiasco / charade, the public input and questions get stuck in the tar pit that is Dent. Maybe 3 or 5 or 10 years from now someone in Dent can figure out how to balance attendance.

    If the district can shuttle kids in limos to other counties, why can’t it shuttle “overflow” to the schools that are “declining”?

  • Anon

    Who gets limo’s? If you are talking about NPS kids they are driven in Mini Vans with a Taxi sign on it. If you are just talking Rolen then that may be different.

  • Anon

    #34,

    He is talking about Rolen.

  • Doctor J

    @Jim#31 I think Lawrence does it for the finances, and because when he hired a new Principal to replace a 57 API point improvment principal, he promised Mary Louise a “smaller enrollement”. Based on the fiasco he and Rose Lock created during the last school closure rounds, he doesn’t want the public any part of it, and hence his secret boundary alignment committee, but even then he couldn’t get staff aligned on the same page, because he would be pushing Meadow Homes children out to other schools. So he just decided to do it unilaterally — change the FTE’s at the schools and force realignment without public debate.

  • Theresa Harrington

    A bit off topic, but according to the County Superintendent’s report in the CCCOE Sept. 5 Board minutes, the CTA and county are at impasse: http://www.cccoe.k12.ca.us/supe/12mtgs/m120905.pdf