California

The Summer that Elvis Died and Proposition 13 was Born

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This commentary gives a clear explanation of how Prop. 13 came about. Jim Shultz wrote it in 1997, 19 years after Prop. 13’s 1978 passage, and it seems worth reposting (with a few updates) today.

Jim Shultz is a former teacher of policy analysis and California politics at San Francisco State University and former staff with the California Legislature. He is the founder and executive director of the Democracy Center, an advocacy organization founded in San Francisco.

Updates are in [brackets].  

Proposition 13 pop quiz:

Who among the following opposed Proposition 13 when it was voted on in June 1978?

Former Republican Gov. Pete Wilson (governor at the time this commentary was written)

The California Taxpayers Association

Atlantic Richfield

Southern Pacific Railroad

Bank of America

Former Republican Gov. George Deukmejian

Standard Oil of California

Southern California Edison
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The Value of a Pacifica Education

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Guest post by Allison Kephart, originally published in the Pacifica Tribune

As I enter my seventh week studying for a Master of International Relations degree at the Australian National University in Canberra, I’d like to take a moment to thank the educators who brought me to this point and to make one thing clear: Don’t underestimate Pacifica schools.

My current university is ranked sixth in the world for the study of International Relations and is the top university in Australia. I earned my undergraduate degree with a 4.0 from the University of Melbourne, the second-highest ranking university in Australia and again one of the top universities in the world. During lectures, I handwrite my notes using the structure I was taught in Jonathan Harris’ fourth- grade class at Ocean Shore School. When people ask me why I chose International Relations as my field, I explain doing my Oceana High School Sophomore Exhibition Project, through which I predicted the Syrian Revolution days before it broke out.
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What’s wrong with charter schools? The picture in California*

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– Guest post created by a longtime Northern California parent volunteer education advocate

  • Charter schools take resources away from the public schools, harming public schools and their students. All charter schools do this – whether they’re opportunistic and for-profit or presenting themselves as public, progressive and enlightened.
  • Charter schools are free to pick and choose and exclude or kick out any student they want. They’re not supposed to, but in real life there’s no enforcement. Many impose demanding application processes, or use mandatory “intake counseling,” or require work hours or financial donations from families – so that only the children of motivated, supportive, compliant families get in. Charter schools publicly deny this, but within many charter schools, the selectivity is well known and viewed as a benefit. Admittedly, families in those schools like that feature – with the more challenging students kept out of the charter – but it’s not fair or honest, and it harms public schools and their students. Continue reading →

“Innovate Public Schools” is coming to disrupt our community public schools

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This past Wednesday evening, as several Everett parents were preparing for our annual International Night community event, a Walton funded organization called “Innovate Public Schools” had their own plans. They had organized a meeting with Interim Associate Superintendent Tony Payne at Everett Middle School. Unknown to the administration and staff at Everett Middle School or to Tony Payne himself, the meeting was widely published on social media outlets. “Innovate Public Schools” has a corporate privatizing agenda to diminish resources for local public schools and open charter schools.
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Why I am opting out – a guide for parents

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I am a public school teacher in California and I am opting my 5th grader out of the Smarter Balanced Assessment Consortium (SBAC) Tests this year.

Here is a link to the Opt Out form for San Francisco Unified.

Here is why:

The tests will not help my child’s teacher know my child’s academic strengths and weaknesses. Test scores will not be out until the summer. My child’s current teacher will not be able to use the information to improve instruction in any way for my child this year.

My child will lose many hours of instruction in order to prepare for and take the SBAC tests. This time could be used for more meaningful instruction, such as doing an interesting reading project, a social studies, math, art, music or science research project or doing an end of the school year play.
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The California Story

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Okay, a “misunderstood teacher” story, and then a great article in defense of the Common Core in California, and why our state is implementing it better than New York and other states have (and are).
Today, my fabulous student teacher and I (and yes, she must be called fabulous), wore our pjs on top of our clothes, brought in toothbrushes, shampoo, mirrors, hair dryers, towels, pantuflas (slippers), bathrobes, soap, nail polish, brushes, combs, an alarm clock, and other accoutrement to act out the morning routine (with reflexive verbs) for our 2nd year Spanish students.  And, yes, yours truly brought a blow up mattress with blanket and pillows and pretended to be sleeping as the sleepy high school children entered the classroom when her rude alarm clock awoke her to 2014 – a totally perfect set-up for the kids’ first day back from winter break.
My fabulous student teacher performed it (and got videotaped) at 9:00 am; and I performed it again later in the afternoon.
Cut to an email received at 5:30 pm sent by the principal, after I walked to my car after my 11 hour day of teaching and an after school district curriculum meeting: “It was brought to my attention that you brought in a queen sized inflatable mattress and have set it up in the front of your classroom. What educational purpose does it serve?”

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Happy New Year and Smarter Balanced Assessments in California coming to your child in 2014 or 2015!

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Happy New Year to all –

I am finally over this wretched cold, and sort of ready to go back to work tomorrow.

I had a brilliant time over the past few days grading final essays written by my advanced Spanish students, and, as usual, I have been dismayed by the incredible academic gaps that exist between students. Students with educated parents can write a cohesive and logical argument; students without such parents usually produce confusing and disorganized sentences that spin around disconnected ideas.

It took me years to learn how to write; and I am still trying.

Even with tons of my own work to prepare my students for such a writing assignment, the results show clearly the haves and have-nots.
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