“The Enormous Downside Risk of Trump is the Most Compelling Reason for Us to Act…”

By Marshall Tuck - September 26, 2016

I wanted to share my thoughts on the upcoming Presidential election with my friends and colleagues.  I usually focus on education related topics with the people on this email list but given what I believe is at stake in the upcoming Presidential election, I thought it was appropriate to send you my thoughts on the election.

But before that, a quick update on the personal front. All is good in the Tuck household and we are grateful to be happy and healthy. Mason recently started Kindergarten at Beethoven Elementary and so far, he appears to be enjoying it – tough to completely tell with a 5-year-old :). Mae likes her new job as the VP of Marketing at SnackNation, which is an LA based start-up that delivers healthy snacks to offices on a monthly basis. I am still working as an Educator in Residence at the New Teacher Center, an organization that works with school districts to provide comprehensive mentoring and coaching supports to teachers. In my volunteer time, I continue to support candidates for the California State Assembly and State Senate who are strong on education...

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Educational Leaders and the “Acknowledgment Gap”

By Dr. Kenneth Magdaleno - January 10, 2013

Meeting the needs of all students by addressing academic needs only is like “planting seeds on concrete,” so indicated the assistant superintendent of a local Central Valley school district as he spoke to my Fresno State class in the fall of 2011. This comment served to solidify that which I have been teaching in my classes for the last seven years in the Educational Leadership and Research department at California State University, Fresno. Although many see the achievement gap as the major dilemma in schools today; it is in fact my premise that it is the “acknowledgement” gap which precedes the presence of the achievement gap and threatens today’s educational system. Failure to “acknowledge” and act upon the reality that issues of race, ethnicity, class, and culture affect student learning and workforce attitudes is indeed a gap that must be dealt with...

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Report Finds Many Community College Students Struggling to Pass Math Courses Needed for Degree

By Dan Fost, EdSource - March 1, 2012

Large numbers of community college students are struggling to pass the college-level math classes they need to complete a degree or transfer to a four-year institution, with long-term implications for their futures.

Success in these more advanced courses represents a continuing challenge for the 112-campus California Community College system. Although results in individual colleges vary, completion rates across the system have remained virtually unchanged during the past two decades...

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A Tale of Three Districts with Very Different Economies, Demographics and Education Programs

By Virginia “Ginni” Davis - August 25, 2011

My career in public education recently concluded after serving as Associate Superintendent in three very different districts.

One district is in a small Sacramento valley town surrounded by farm fields, with a high percentage of Latino students and families with commuting parents.

Another district is in a middle- sized town that grew up around a public university and is close to the State capital with a majority of educated, middle income families...

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School Master Schedule, Access to Counselors, Linked Learning Can Impact College Readiness

By Fal Asrani, Ed.D. - August 18, 2011
(Part Two of Two)

The Ed-Trust-West report finds:

Grading Practices: School-level grading practices have a major impact on students’ ability to achieve UC/CSU eligibility. One D or F grade in a single course can prevent a student from completing the A-G sequence. Our partner districts displayed a broad variation in grading practices, with few standards in place for how teachers assign grades. Further, we consistently found insufficient opportunities to remediate D grades in order to maintain A-G eligibility...

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School Master Schedule, Access to Counselors, Linked Learning Can Impact College Readiness

By Fal Asrani, Ed.D. - August 11, 2011
(Part One of Two Parts)

This report has addressed the great chasm that exists between college readiness and high school graduation requirements, because even though many districts offer A-G approved courses, they have not ensured that A-G guidelines parallel the district’s graduation requirements.

Parents sometimes express confusion about how completing A-G courses does not automatically translate into UC/CSU admissions track. Simply put, school districts prioritize increased graduation rates and decreased drop-out rates and continue to grapple with the four-year college track as an ongoing philosophical argument...

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New California Curriculum Standards, Coming Soon to a School Near You (and Don't Mind the Elephant)

By Gavin Payne - April 28, 2011

Much has been made about a new generation of tests being developed by two consortia of states under a grant from the U.S. Department of Education.

Both consortia promise tests that delve more deeply and broadly into students’ mastery of skills and knowledge than ever before. These new tests will be built upon marvelous new standards that have been adopted by over 40 states.

While the excitement for these new assessments is palpable, the hard work of weaving the new standards into the fabric of classroom learning is beginning to take place in districts across California...

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