THE PERIMETER PRIMATE: OUSD

Showing posts with label OUSD. Show all posts

Tuesday, April 26, 2011

Oakland charter schools to date

Please add any corrections in the comments section. -- Thanks. (Revised 4/28/2011)

OAKLAND CHARTER SCHOOLS TO DATE

- Number of charter schools approved to open (by OUSD, county, or state) = 49 (+ 2 not yet opened)
- Number of revoked or abandoned charter schools = 16
- Failure rate to date = 32.65% (16/49)
- Schools highlighted in red were revoked, abandoned, or not renewed.
- Two additional schools are due to open in Fall 2011.

Achieve Academy: Approved in 2006; CMO: Education for Change
American Indian Public Charter School: Approved in 1996
American Indian Public Charter School II: Approved in 2007
American Indian Public High School: Approved in 2005
ARISE High School: Approved in 2007
Bay Area Technology School: Approved in 2004
Berkley Maynard Academy: Approved in 2005; CMO: Aspire Public Schools
CA College Prep Academy: Approved in 2005; CMO: Aspire Public Schools; county approved; closed 2008; moved to Berkeley
Civicorps Elementary: Approved in 2001
Civicorps Middle School: Approved in 2009
Community School for Creative Education (new): Charter denied by OUSD; sought and were granted approval by county; opening Fall 2011
Conservatory of Vocal and Instrumental Arts (COVA): Approved in 2007
Education for Change at Cox Elementary: Approved in 2005; CMO: Education for Change; only OUSD school conversion; renewal denied 2010; sought and received county approval
Dolores Huerta Learning Academy: Approved in 1999; renewal denied 2009 and closed
E. C. Reems Academy of Tech and Art: Approved in 1999
EBCC Civicorps Corpsmember Academy: Approved in 1996; grade 12+ only
East Oakland Leadership Academy: Approved in 2003
East Oakland Leadership High: Approved in 2008
East Oakland Partnership School: Approved in 1999; abandoned in 1999
Envision Academy for Arts & Technology: Approved in 2004 by Alameda County
ERES Academy: Approved in 2009;CMO: Aspire Public Schools; took over Huerta Academy site
Growing Children: Approved in 2002; revoked in 2006 and closed
Junior Space Exploration Academy: Approved in 2006; revoked 2007 and closed
KIPP Bridge College Preparatory / KIPP Bridge Charter Academy: Approved in 2002; CMO: KIPP; initially state-approved, then district-approved
LPS (Leadership Public Schools)-College Park: Approved in 2005;CMO: Leadership Public Schools
Lighthouse Charter High: Approved in 2005
Lighthouse Community Charter: Approved in 2002
Lionel Wilson College Prep: Approved in 2002; CMO: Aspire Public Schools
Lotus Agriculture and Tech: Approved in 2002; abandoned in 2004; never opened
Meroe International Academy: Approved in 2000; revoked in 2001 and closed
Millsmont Academy Secondary: Approved in 2008; CMO: Aspire Public Schools
Millsmont Academy: Approved in 2004; CMO: Aspire Public Schools
Monarch Academy: Approved in 2000; CMO: Aspire Public Schools
North Oakland Community Charter: Approved in 2000
Oak Tree Charter: Approved in 1999; revoked in 2000 and closed
Oakland Aviation High School: Approved in 2006; renewal denied in 2011 and closed
Oakland Charter Academy: Approved in 1993
Oakland Charter High School: Approved in 2007
Oakland Health Science: Approved in 2007; abandoned 2009; never opened
Oakland Military Institute: Approved in 2001;initially state-approved, then district-approved
Oakland School for the Arts: Approved in 2002
Oakland Unity High School: Approved in 2003
Oasis High School: Approved in 2004; renewal denied in 2009 and closed
Olivet Partnership School: Approved in 1999; abandoned in 1999; never opened
San Antonio Partnership School: Approved in 1999; abandoned in 1999; never opened
Space Exploration Academy: Approved in 2006; renewal denied 2007 and closed
University Prep Academy (UPrep): Approved in 2002; revoked in 2007 and closed
Vincent Academy (new): Approved by OUSD in 2010; due to open Fall 2011
West Oakland Community Charter: Approved in 1999; closed in 2006
World Academy: Approved in 2005; CMO: Education for Change
Youth Employment Partnership: Approved in 2004; ungraded secondary students; closed 2008

YEAR	OUSD’S NON-CHARTER SCHOOL ENROLLMENT	OAKLAND’S CHARTER SCHOOL ENROLLMENT
1994-95	51587	119
1995-96	52269	183
1996-97	53273	189
1997-98	53320	189
1998-99	54028	228
1999-00	54068	983
2000-01	54024	839
2001-02	52310	1235
2002-03	48932	3569
2003-04	46204	4233
2004-05	43874	5340
2005-06	41277	6858
2006-07	39599	7413
2007-08	38783	7648
2008-09	38495	8021
2009-10	38112	7987

Saturday, February 13, 2010

How’s that Gap Fixing project coming along? Here's the update!

Oakland Unified is declared to be “the most-improved urban school district over the last five years!” This is speaking about test scores, of course. The problem is that some important gaps don’t show signs of closing. ¿Por qué?*

How long do you think it’s going to take for people to decide it's time to go back to the drawing board?

CALIFORNIA’S MEASURE: THE ACADEMIC PERFORMANCE INDEX

THE SCORES: OUSD API Growth	2002	2003	2004	2005	2006	2007	2008	2009
African American	539	559	562	587	604	602	609	630
Asian	684	708	718	749	768	778	802	807
Latino	494	542	559	592	609	616	642	660
White	806	829	847	859	884	882	891	902

THE GAPS: Difference between the subgroups’ API scores	2002	2003	2004	2005	2006	2007	2008	2009
White/African American	267	270	285	272	280	280	282	272
Asian/African American	145	149	156	162	164	176	193	177
Latino/African American	-45	-17	-3	5	5	14	33	30
White/Latino	312	287	288	267	275	266	249	242
Asian/Latino	190	166	159	157	159	162	160	147

THE FEDERAL MEASURE: ANNUAL MEASUREABLE OBJECTIVES (% PROFICIENCY)

THE SCORES: English Language Arts AMOs	2002	2003	2004	2005	2006	2007	2008	2009
African American	12.9	16.7	17.8	22.8	26.3	26.4	28.9	32.5
Asian	29.4	37.6	39.0	47.9	53.8	56.0	58.2	62.4
Latino	7.8	11.3	12.1	17.1	21.9	21.5	26.1	31.2
White	64.7	68.4	70.5	76.3	80.3	80.6	81.2	83.5

THE GAPS: Difference between the subgroups’ ELA AMOs	2002	2003	2004	2005	2006	2007	2008	2009
White/African American	51.8	51.7	52.7	53.5	54.0	54.2	52.3	51.0
Asian/African American	16.5	20.9	21.2	25.1	27.5	29.6	29.3	29.9
Latino/African American	-5.1	-5.4	-5.7	-5.7	-4.4	-4.9	-2.8	-1.3
White/Latino	56.9	57.1	58.4	59.2	58.4	59.1	55.1	52.3
Asian/Latino	16.5	26.3	26.9	30.8	31.9	34.5	32.1	31.2

THE SCORES: Math AMO’s	2002	2003	2004	2005	2006	2007	2008	2009
African American	10.9	14.8	16.7	21.9	25.6	25.3	29.0	33.7
Asian	41.1	51.5	53.0	61.7	66.2	66.5	69.4	74.9
Latino	10.3	17.3	19.4	26.1	29.6	29.8	35.0	40.2
White	59.5	65.4	69.3	74.1	77.6	78.5	79.7	82.5

THE GAPS: Difference between the subgroups’ Math AMOs	2002	2003	2004	2005	2006	2007	2008	2009
White/African American	48.6	50.6	52.6	52.2	52.0	53.2	50.7	48.8
Asian/African American	30.2	36.7	36.3	39.8	40.6	41.2	40.4	41.2
Latino/African American	-0.6	2.5	2.7	4.2	4.0	4.5	6.0	6.5
White/Latino	49.2	48.1	49.9	48.0	48.0	48.7	44.7	42.3
Asian/Latino	30.8	34.2	33.6	35.6	36.6	36.7	34.4	34.7

My 2008 report on the gaps is here.

*Richard Rothstein can tell you the answer. And here's a clue: it's not the fault of the teachers, nor the school.

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Inform yourself about the Gulen movement!

1. WATCH the Gulen Movement 101: Session One webinar presentation (1/22/2014)
2. READ the "Expose the Gulen Movement" report.
3. LISTEN to my interview with At The Chalk Face , slide marker to 32:00 min. (5/19/2013)
4. WATCH the 60 Minutes segment "U.S. charter schools tied to powerful Turkish imam" broadcast. (5/13/2012)
5. READ my response to the 60 Minutes piece.
6. READ my guest article about Gulen charter schools published by The Washington Post. (3/27/2012)
7. WATCH my interview talking about Gulen charter schools, or my presentation at LaborFest (segment between 49:18 min. & 1:07:36 min.)
8. READ my postings labeled "Gulen movement" HERE.

As one observer tweeted, "U.S. media have focused too much on the Islamic nature of the Gulen movement. Real concern is its shady dealings and improprieties."

Please be aware that Gulenists have created a large number of anonymously-operated damage control websites. They started to appear a few months after publication of Greg Toppo's article in USA Today (August 2010).

WE CAN DO IT!

Jim Hightower on populism:

"... what populism is at its essence is just a determined focus on helping people be able to get out of the iron grip of the corporate power that is overwhelming our economy, our environment, energy, the media, government."

Jim Hightower on plutocracy:

"Plutocracy and democracy don't mix."

More Jim Hightower HERE.
Read his Lowdown newsletter HERE.

Plutocracy is rule by the wealthy, or power provided by wealth. In a plutocracy, the degree of economic inequality is high while the level of social mobility is low.

On Bill Gates' ed reform

Joel Shatzky's comment on Huffington Post:

The inferior "test-prep" agenda which bases the pedagogically fraudulent "data" standardized test scores serves as a way of diverting the concerns of working parents who hope that better test scores will lead to better job opportunities for their children. If they realized that they were being given a con job, they might consider other, more "active" forms of political and social protest than simply lobbying for more money for charter and public schools.

New wealth gap report

Research and Policy Brief from the Institute on Assets and Social Policy, Brandeis University, May 2010:

"New evidence reveals that the wealth gap between white and African-American families has more than quadrupled over the course of a generation."

You absolutely must click on this link to view the graph.

Now compare that graph to the one you'll see here.

Now read this entry.

And if you are a person who blames the schools, or believes they are responsible for fixing these problems, you can stop that type of thinking right now.

A Keeper

Posted on the Oakland Public School Parents listserv by a member:*

As a public health nurse, I am working with a generation of young parents who were drug-exposed, who are now having children who are drug-exposed, and it's a whole new ballgame. Many who were premature and will carry some deficits for life.

There are also many other families who have several generations of all kinds of abuse, not enough to eat, violence in and out of their homes, as well as chronic exposure to pollution and nutritional deficits. And there are regular people in the same neighborhoods who are just trying to live, but are poor and can't get ahead.

And there is major grief, and continuous LOSS. So many folks have lost so many folks, people around them dying, of one thing or another, every month almost. Young people (cousins, brothers, friends) dying from violent means, the elders dying too young of chronic disease and disparities in health care, among other things.

What we know about learning and development is that stressed nervous systems CANNOT learn, and that's what we have. Children with many major stressors. Abandonment, attachment disorders, fear, post traumatic stress, sadness, inability to trust or sleep. Many children. Many.

Resulting in: Lack of impulse control, lack of executive function, difficulty in expressing and controlling emotions, difficulty in sleeping, holding still, and paying attention, not to mention following directions and prioritizing tasks.

Our teachers will (perhaps already do) need more training, support, and smaller class sizes. They need major support and help with mental health issues. We really need some kind of expanded vocational track for those who can't perform even at the community college level.

We can't expect teachers to undo years and years of living. The availability of universal preschool would help. Sometimes a classroom is the first kindly, safe, structured, stimulating environment a child encounters.

Wise insights such as these are never uttered by people like Eli Broad, Joel Klein, Michelle Rhee, Arne Duncan, Joe Williams, or any others who are of this type of school reform ilk. And this is why I know for certain that they just don't "get it." Maybe they don’t want to, OR maybe they don’t care.

* Thank you, B.R.

What Children Need

From Playing to Learn by Susan Engel (New York Times, 2/1/2010):

"Our current educational approach — and the testing that is driving it — is completely at odds with what scientists understand about how children develop during the elementary school years and has led to a curriculum that is strangling children and teachers alike.

…Simply put, what children need to do in elementary school is not to cram for high school or college, but to develop ways of thinking and behaving that will lead to valuable knowledge and skills later on."

And to tag onto that, check out this video about the wood shop at one of Oakland's middle schools.

Pages

Tuesday, April 26, 2011

Oakland charter schools to date

Saturday, February 13, 2010

How’s that Gap Fixing project coming along? Here's the update!