Topic

educational equity

29 petitions

Update posted 4 weeks ago

Petition to California State Senate

Provide Transitional Kindergarten in all age-eligible California school districts

The Kindergarten Readiness Act (SB 1381), passed in September 2010, changed the required birthday for admission to kindergarten in California from December 2 to September 1. SB 1381 also created a new program for young 5 year olds (those turning five between September 2 and December 2) called transitional kindergarten. According to the California Department of Education, all age-eligible California school districts are required to provide transitional kindergarten. However, some do not. In particular, some basic aid districts (districts who receive little state funding, because their revenue from local property taxes exceeds what they would receive under the Local Control Funding Formula) have chosen to not offer transitional kindergarten.  I am a parent of a child whose birthday falls between September 2-December 2. He will not be 5 by September 1, therefore unable to start kindergarten until the following year. I recently discovered my son’s school district no longer offers transitional kindergarten. They say they are a basic aid district and receive no funding from the state for the program. The bill's author, retired State Senator Joe Simitian, argues that parents such as myself can either, “persuade their [school] board to provide the program...litigate, or they can ask the state Legislature to reconfirm the fact that (transitional kindergarten) is a requirement.” https://www.almanacnews.com/news/2013/10/20/transitional-kindergarten-debate-required-or-not I am asking my state legislature to do the latter. While this bill was passed into law eight years ago, California school districts are clearly not all in agreement with its current language, leaving parents such as myself confused about our options for choice.  I have spoken with my son’s school district and their response to me was that there was no funding in their budget for a program that is not state mandated. However, per the TK funding page (http://www.tkcalifornia.org/tk-roadmap/funding/ “according to School Services of California, ‘For funding purposes, transitional kindergarten (TK) is kindergarten. Any funding (federal, state, and local) currently provided to local educational agencies (LEAs) to support kindergarten (K) also includes TK pupils.’” Furthermore, "the 2015-16 state budget further clarified the law to allow school districts to enroll 4 year olds even if they turn 5 after the December cutoff date, providing another local option to get more children ready for kindergarten." http://www.tkcalifornia.org/about-tk/about-tk.html Please help me reconcile my son's school district's interpretation of the law with what the California Department of Education, tkcalifornia.org, Senate Bill 1381, and EdCode 48000c claim is true. Reconfirm the fact that transitional kindergarten is a requirement in California and that "districts must offer TK and kindergarten classes for all age-eligible children to attend." https://www.cde.ca.gov/ci/gs/em/kinderfaq.asp Thank you! Katherine Fitzpatrick San Diego, California  

Katherine Fitzpatrick
138 supporters
Update posted 1 month ago

Petition to Kirsten Gillibrand, MaryEllen Elia, New York State Department Of Education, Board of Regents, New York State House, Liz Krueger, Brian Benjamin

Encourage K-12 schools in New York State and beyond to #teachaboutwomen and gender

Petition New York State to set an example and teach about women in high school! #teachaboutwomen “I worshipped dead men for their strength, forgetting I was strong.” -Vita Sackville-West Young women and girls need role models for leading lives of consequence, conviction and influence. High school curricula, especially in history, almost completely ignore women's experiences, priorities, and their individual and collective contributions to change. In a time when women are fighting for equal pay, mutual respect and to have their voices heard, we must correct this long-standing inequity. The Problem: New York State's High School history curricula, like most around the nation, includes little to no information about women. ™As of the 2017/2018 school year, there are a total of 10 references to women and gender in New York State’s High School Social Studies Curriculum: ™In eight out of these 10 cases “women” appears on a list with other groups following phrases like “diverse groups” and “such as” or “including.”™ Here are all the references to women for the entire four years: –Once in the 9th Grade Global History Sequence (“Shifting roles of men and women” in the Neolithic Revolution) Twice in 10th Grade Global History Sequence (part of lists during the study of the Enlightenment and, later, imperialism) Seven times in the 11th Grade US History sequence (Role in Revolutionary War, Early 19th C, Reconstruction, World War I, the 1920’s, World War II, and finally the Second Wave Feminist movement). But, as of 2017, only 1% of the questions on the US History Regents Examination address women at all. Zero times in the 12 Grade courses on Participation in Government and Civics and Economics, the Enterprise System, and Finance The Solution: Teach about women by putting women on the curriculum and making resources for teaching about women and gender readily available. Re-write the NYS Social Studies Standards, grades 9-12 to include rich material that addresses women’s experience, the accomplishments of individual women and questions of gender throughout the year. Add a criterion under Social Studies Practices, grades 9-12 – Civic Practices that includes “developing awareness of gender equity and its complex history.” Add “Read for underlying gender, racial or other biases” to the NYS Common Core Standards for English Language Arts, grades 6-12 under “Key Ideas and Details.” Build an online database that is free, easily-accessible, and dedicated to materials and resources that address women and gender, the accomplishments of individual women, sexuality, intersectionality, and the complex history of gendered relationships. In developing this database, topics and subjects should be sure to invite and support the inclusion of diverse aspects of the human experience including but not limited to questions of race, ethnicity, socio-economic class, sexuality, age, and ability.    Our Mission: To change the stories we tell about women, gender, and power in classrooms and beyond.  Our Strategy: We  harness the passion of educators and supporters to fight for change in  Policy: Change educational policy and learning standards to include rich and intersectional material on women and gender Classrooms: Give teachers the tools and skills they need to teach about women and the complex history of gender roles. To do so, we maintain a free database of educator resources and conduct workshops to show teachers how to implement them.  The World: Build a mentorship network to connect young women and girls with mentors of all genders who can help them thrive and succeed beyond school in their personal and professional lives. To learn more, contact Georgina Emerson at teachaboutwomen@gmail.com.  Twitter:  @teachaboutwomen  Hashtag: #teachaboutwomen  Website: www.TeachAboutWomen.org

Georgina Emerson
421 supporters
Update posted 1 month ago

Petition to Guadalupe Guerrero, Antonio Lopez, Mary Pearson, Julie Esparza Brown, Paul Anthony, Amy Kohnstamm, Rita Moore, Scott Bailey, Julia Brim-Edwards, Mike Rosen, Moses Tran

Disbanding The Pioneer Special School Program Is Not An Option!

SUPPORT THE UNSUPPORTED...disbanding the Pioneer Special School Program is not an option. The Superintendent and the school board are participating in institutional racism, ableism, and classism by giving the home of the Pioneer students for the last 15 years to the ACCESS Academy without considering the needs of the already marginalized populations it serves. It is important to be clear on what Guadalupe Guerrero's decision looks like: K-5 - will move as a whole to Applegate because it presents a “better learning environment.” Be clear, this school has no gym, library, kitchen, or play structure. Students will be denied a safe place for recess, exercise, and fun.  Middle School – The classrooms will be moved to the Rice building (except two classrooms that do not fit due to the lack of space at Rice.) Again, Rice does not have a gym, library, kitchen, or play structure. There will be no hot lunch service on site. High School – will be relocated to Marshall, where there are “more opportunities for peer inclusion, increased academic choices, and programming.” The stats show that they are seeing success at the High School level yet the out of district high school contracts for placement have more than doubled since the high school classrooms have been reintegrated into the general education setting.  THE TRUTH ● Pioneer's student body is almost 50% students of color. ACCESS' student body is almost 70% white. Almost 50% of Pioneer students are in custody of the State of Oregon Department of Human Services. ACCESS students live at home with their parents. Most Pioneer students have experienced trauma (physical and/or sexual abuse, neglect, exposure to domestic violence, drug impaction, homelessness and instability). 100% of Pioneer students need special education. Only 15% of ACCESS students need special education.  ● Pioneer students will be moved to buildings that have no gym, no cafeteria, no library, and no play structure. It is discriminatory to give white privileged students better facilities than students with trauma and disabilities. The superintendent's plan will also displace the Applegate Head Start community which includes two classrooms specially designed for Native American children.  ● The superintendent's plan to displace Pioneer to house the ACCESS Academy under one roof ignored the district's policy of using the Racial Equity Lens before making decisions in a substantial way. The decision was made without identifying potential impacts on racial and ethnic groups. The decision did not consider how it would worsen existing disparities. The decision did not identify potential barriers to a more equitable outcome nor did it try to mitigate the negative effects of the plan. ● Guadalupe is pitting other worthy programs against each other. This district has buildings. ACCESS deserves the right to a space that meets their needs, but not at the reckless displacement of a vulnerable and severely traumatized population as those who are a part of the Pioneer community located at Holladay and Youngson. WHAT WE KNOW ● Shutting the Pioneer Program, as a facility-based program, down will create an extremely UNSAFE environment for both staff and students. Expulsion rates will go up, injuries to staff will increase, and the attendance rate will decrease. This has been demonstrated historically and currently with the high school programs.  ● Pioneer houses staff with the highest level of experience. We have para-educators, teachers, and therapists who have been at Pioneer for 15+ years. Our community chooses to stay with the most unsupported population of students in the state. PPS has an extreme shortage of qualified mental health professions. Do not split up PPS’s dream team that support so many students, families, outside therapeutic teams, and other support entities.   ● This decision will not be “inclusive” of our students, but will instead be DISPLAYING them for ridicule from other general education students and staff. NOW WHAT… ● Some of our students do not have families to advocate for them, BE THEIR ADVOCATES! ● SIGN and SHARE this petition https://www.change.org/p/12812989 to make your voice heard● SEND LETTERS or E-MAIL board members to demand the Pioneer Special School Program stay in tact: https://www.pps.net/Page/1788● ATTEND and SPEAK UP at the School Board Meeting on MARCH 20th @ 5 pm at BESC, 501 N. Dixon Street, Portland, OR 97227, wear RED!

Samantha Edwards
5,355 supporters
Started 1 month ago

Petition to Oakland Unified School District Board, Alameda County Board of Education, David Castillo, Oakland Charters

Sign the 1Oakland Collective Call to Action

In Pursuit of Excellence and Equity for all Oakland Public School StudentsWe, a representative community of Oaklanders, believe in a society that is fair and just and where everyone, especially our children, are provided the opportunity to realize their full potential. After more than 35 research meetings, 300 one-to-one meetings, reflection and analysis of our lived experiences and perspectives, and feedback received from more than 100 Oaklanders, we have developed three core areas of recommendations to guide the rebuilding of this new citywide system committed to every individual child and the collective good of our city: 1. Oakland’s elected school board and charter school boards ensure excellence and equity across all public schools; 2. All public schools contribute equitably to providing Oakland’s most underserved students an excellent education; and 3. All public schools have equitable access to public resources.We are calling on the Oakland Board of Education, Oakland’s charter boards, the Alameda County Board of Education, and the State of California to work with us to realize this vision of a citywide system of public schools working toward a common vision of excellence, equity, and fiscal sustainability.Today, a high school diploma is the bare minimum foundation of a student’s path to a career and fulfilling life. Right now, about 50,000 students attend Oakland’s public schools, district-run and charter. Among those 50,000 students, only 35 percent are at least proficient in English Language Arts, and only 28 percent are at least proficient in Math. And each year, more than 900 of our young people who began as 9th grade students four years earlier do not graduate from high school. Each year. We all must do better.Oakland has 129 public schools that are operated by 23 different education organizations: district-run schools, individual charter schools, and nonprofit charter management organizations representing multiple school sites. This system of competing and disconnected schools, separated primarily by modes of school governance, is inefficient, is not delivering quality education for all students, and is not oriented in service of family and student needs. As Oakland Unified reels from another budget crisis and student achievement falls far short of our young people’s potential, a coherent and effective system of schools is more important than ever. Oakland’s family, education, and community leaders must make good on our commitment to provide every student with an education that prepares them to find success and fulfillment in our rapidly evolving world. To meet our responsibility to today’s learners, we envision an Oakland united around a citywide system of schools that is equitable and urgent about developing school models and programs that are relevant to today’s learners and the future in which they will lead.It will take courage to meet together on the bridge of collaboration and compromise to discuss how we make the intended impacts of these solutions a reality and work together to realize our vision.When we come together, we rise to meet our responsibility to this and future generations of Oakland learners and families—and ensure that quality public education continues to be a path to a healthy and fulfilling life in our democracy.This is our watch, and we have the opportunity to make changes that will benefit our students. Let’s get to work. Will you join us?In community, The undersignedAeeshah Clottey, Co-Founder and Board Member, Attitudinal Healing ConnectionAnn Cattalini Sinclair, East Bay Innovation Academy ParentAshley Martin, OUSD PrincipalBrandon Nicholson, Executive Director, The Hidden Genius ProjectBrian Stanley, Parent and Ed.D Charles Cole, Executive Director, Energy ConvertorsClaire Shorall, former OUSD Computer Science ManagerDaisy Padilla, Oakland Alumna and Organizer David Castillo, Executive Director, Oakland ChartersEdgar Rodriguez-Ramirez, OUSD TeacherElisa Salas, CEO, College TrackJen McKillips, OUSD ParentJorge Lerma, Community Activist, Lifelong EducatorKelly Knoche, Executive Director, The Teaching Well Latora Baldridge, OUSD Teacher and Aspire ParentLeo Fuchs, Principal, Education for ChangeLeroy Gaines, OUSD PrincipalLouise Waters Bay, Superintendent and CEO, Leadership Public SchoolsLuis Rodriguez, Co-Chair, North Oakland Community Charter SchoolMallory Moser, Teacher, OUSDMario Valadez, Oakland Alumni and Advocate, UC Berkeley StudentNational Association for the Advancement of Colored People, OaklandRenia Webb, OUSD Parent Rogers Family Foundation------------------------------- Llamado a la acción colectivaCreemos en una sociedad imparcial y justa, en donde todos, especialmente nuestros niños, tengan la oportunidad de desarrollar su potencial al máximo. Hoy en día, un diploma de escuela preparatoria es la base mínima esencial en la trayectoria de un estudiante hacia una carrera y una vida plena. Al momento, cerca de 50,000 estudiantes asisten a las escuelas públicas de Oakland, distritales y autónomas. Entre esos 50,000 estudiantes, solo el 35 por ciento son por lo menos competentes en Artes del Lenguaje Inglés, y solo el 28 por ciento son por lo menos competentes en Matemáticas. Y cada año, más de 900 jóvenes que comenzaron el noveno grado cuatro años antes, no se gradúan de la escuela secundaria. Cada año.Debemos hacer mejor las cosas.Oakland cuenta con 129 escuelas públicas que son operadas por 23 diferentes organizaciones educativas, estas son: las escuelas administradas por el distrito, las escuelas autónomas individuales y las múltiples escuelas representadas por organizaciones de gestión autónoma sin fines de lucro. En este sistema las escuelas están en competencia y desconectadas, separadas principalmente por las formas de gobierno escolar. Es un sistema ineficiente, que no está brindando educación de calidad a todos los estudiantes y que no está orientado al servicio de las necesidades de la familia y los estudiantes. A medida que el Distrito Escolar Unificado de Oakland emana de otra crisis presupuestaria y el rendimiento de los estudiantes se queda muy por debajo del potencial de nuestros jóvenes, un sistema de escuelas coherente y eficaz es más importante que nunca.Los líderes de familia, de la educación y de la comunidad de Oakland, deben cumplir nuestro compromiso de proporcionar a cada alumno una educación que los prepare para encontrar el éxito y la satisfacción en nuestro mundo en rápida evolución. Para cumplir con nuestra responsabilidad con los estudiantes de hoy, visualizamos a un Oakland unido en torno a un sistema de escuelas en toda la ciudad que sea equitativo y que con urgencia desarrolle modelos y programas escolares que sean relevantes para los estudiantes de hoy y el futuro en el que liderarán.Después de más de 35 reuniones de investigación, 300 reuniones individuales, reflexión y análisis de nuestras experiencias y perspectivas vividas y los comentarios recibidos de más de 100 residentes de Oakland, hemos desarrollado tres areas de recomendaciones básicas para guiar la reconstrucción de este nuevo sistema de la ciudad, comprometido con cada niño de forma individual y con el bien colectivo de nuestra ciudad:La junta escolar electa de Oakland debe garantizar la excelencia y equidad en todas las escuelas públicas; Todas las escuelas públicas contribuyen equitativamente para proporcionar a los estudiantes subatendidos de Oakland una educación de excelencia; y Todas las escuelas públicas deberían tener acceso equitativo a los recursos públicos. Hacemos un llamado a la mesa directiva de Educación de Oakland, las mesas directivas de escuelas autónomas de Oakland, la Junta de Educación del Condado de Alameda y al Estado de California para defender esta visión para un sistema municipal de escuelas públicas que trabajen hacia una visión común de excelencia, equidad y sustentabilidad fiscal.Muchos de los cambios necesarios para establecer el sistema 1Oakland son complejos y desafiantes. Este es un trabajo multianual y multigeneracional para abordar y desarticular los ciclos históricos de injusticia. Requerirá nuevas formas de pensar sobre la educación pública. Significará que las organizaciones, los líderes y la comunidad cambien de roles y responsabilidades.Será valioso reunirnos en el puente de la colaboración y el compromiso para discutir como podemos realizar el impacto de estas soluciones y trabajar juntos en hacer realidad nuestra visión. Cuando nos unimos, nos levantamos para cumplir con nuestra responsabilidad con esta y futuras generaciones de estudiantes y familias de Oakland, y aseguramos que la educación pública de calidad continúe siendo un camino hacia una vida saludable y plena en nuestra democracia.Este es nuestro reloj y tenemos la oportunidad de hacer cambios que beneficiarán a nuestros estudiantes. Pongámonos a trabajar.En comunidad, Los abajo firmantes  

1Oakland
608 supporters