District Administration - May 2010 - (Page 50)

Department of Education Revives Civil Rights Office International Student Assessment (PISA) test showing that among the Organization for Economic Cooperation and Development countries, there are great gaps between higher and lower socioeconomic status students. In 2006, the United States had the fourth largest gap between high socioeconomic status students and low SES students in science. The National Council of La Raza supports No Child Left Behind but knows its goals can be undermined at the local level, says Raul Gonzalez, legislative director. “It’s a philosophical change from the last administration,” he says. “We need something on the ground to make sure that implementation is going the way it should be.” LA’s Review LAUSD is the only school district announced so far under the stepped-up reviews; the 31 others will be named as district officials and local congresspersons are formally notified that the civil rights office has decided to conduct a compliance review, Ali says. A district’s permission is not necessary, since the office has law enforcement authority. “We’ve sent out notification letters in other places and have yet to hear back,” she says. Six colleges and universities also will be reviewed. Los Angeles, which receives more than 23 percent of its $7.16 billion operating budget from the federal government, came under scrutiny due to slow progress by English language learners, who comprise approximately one-third of the district’s more than 220,000 students, according to the Los Angeles Times. Only 3 percent of ELLs test as proficient districtwide, Ali says, although the department has made no judgment on whether discrimination—intentional or unintentional—plays a part in the achievement gaps there. Indeed, interviews with school officials, parents and others have only just begun, she says. “The data do not constitute a [civil rights] violation,” Ali says. “But at this point, the data—along with things we’ve heard from the community, when we’ve spent time talking with parents and youn50 May 2010 In 2006, the United States had the fourth largest gap between high and low socioeconomic status students in science under the Program for International Student Assessment test. people—suggest there is a problem.” Ramon C. Cortines, superintendent of LAUSD and assistant secretary for educational improvement under the Clinton administration, says he’s glad the civil rights office has stepped up its efforts and welcomes the review of his district. “I’m not pleased with the progress,” he says. “We have the data ready for them. The one thing been some unfortunate laws in California that have limited options of meeting the needs of English language learners,” she says. “Part of that bad budget situation is a reluctance of policy makers to direct resources to kids who most need them, who are victims of discrimination.” Neither Ali nor Cortines would hazard a guess on how long the investigation will “With the changing demography of our nation, we need to make sure that with ELLs we set the standards high.” —Ramon C. Cortines, superintendent, the Los Angeles Unified School District I did ask is that I did not want to wait until the end for the report, that if there were things they felt needed addressed, or questions, that I wanted those on an ongoing basis, so that we could respond.” Cortines does not expect the federal government to find egregious discrimination, but he does expect the district to receive some homework. “I’m just waiting to get this information, and we’ll move on it,” he says. “With the changing demography of our nation, we need to make sure that with our English language learners we set the standards high.” “Clearly LAUSD, among other school districts, is not making enough progress for ELLs. The fact that they’re looking at this in a broad way is important,” Gonzalez says. But Brown notes that budgetary constraints imposed by the state of California have hamstrung LAUSD. “There have take, what remedies might be involved, what the costs to the district could be, or the timeline to comply. “It depends on the size of the district, the complexity of the issues, the relationship in terms of the district’s ability or willingness to provide information,” Ali says. “We will work with districts to think through nonfiscal remedies as well as fiscal remedies. For us, the cost of doing nothing is so much more.” Ali agrees that LAUSD has been open and helpful thus far. Ali expresses hope that LAUSD and other districts undergoing compliance reviews don’t feel threatened by the action. “What we hope is that they see this is about helping students get the education they deserve,” she says, “not penalizing districts.” DA Ed Finkel is a freelance writer based in Evanston, Ill. District Administration

Table of Contents for the Digital Edition of District Administration - May 2010

District Administration - May 2010
Contents
Tech Disruptions
From the Editor
News Update
Technology
Conversations
District Profile
Administrator Profile
Problem Solution
Power to the Students!
Lone Star
Racing for Reform
Department of Education Revives Civil Rights Office
New Products
Product Focus
Crisis Response
Supervisor’s Opinion
Professional Opinion

District Administration - May 2010