Student Diversity in California's Schools:
A Perspective for the 21st Century
A Position Paper of the Association of California School Administrators
Prepared by the ACSA Diversity/Equal Educational Opportunity Committee
June 1996
DISTRICT AND SCHOOL BASED EQUAL ACCESS
| Environment/School
Climate |
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| Communication
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Curriculum |
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| Student/Staff Leadership
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Parent Leadership
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| DIVERSITY |
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Instructional
Strategies |
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Policy/Planning
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| Staff Development
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| Resources and
Materials |
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Recruitment and
Retention |
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| Accountability
and Assessment |
The diversity of the student population must be reflected throughout
the school's programs.
FOREWARD
The Association of California School Administrators recognizes
the need for a statewide focus to address issues regarding California's
diverse student population. In 1991, a task force was established
to write the report "Student Diversity in California Schools." The
goals, objectives and recommendations developed by this task force
served as the basis of this position statement developed by the
Diversity/Equal Educational Opportunity Committee.
Diversity as an Asset
"In order to truly recognize, accept and affirm cultural diversity
and individual differences, it is essential that we adopt an overriding
educational philosophy that respects the cultural and individual
differences of all people, regardless of their racial, ethnic, cultural
or religious backgrounds, or physical differences."
Pluralism and the American Teacher: Issues and Case Studies (In
Praise of Diversity, p. V)
This position statement is written to provide California's educators
with information to assist them in meeting the educational needs
of students from diverse cultures, ethnicities, languages, academic
and social backgrounds, as well as alternative lifestyles and other
issues relative to diversity. Current demographic and statistical
projections indicate that California's public schools, pre-school
through adult, will continue to witness tremendous demographic changes
over the next few years. These changes require educators, policy
makers, students, parents, community and business leaders to continually
review, modify and implement school and district mission statements,
visions, policies, procedures, programs and practices to reflect
the issues of California's growing diverse student population.
According to a report of the National Alliance of Black School
Educators:
"It is neither undemocratic nor a violation of equal protection
of the law to have a system of education that allows for recognition
of and respect for existing cultural differences in our society.
The unique diversity of cultural heritage and backgrounds of this
nation should be recognized as a valuable asset for the nation,
one to be cherished and shared."
Saving the African American Child: A Report of the National Alliance
of Black School Educators, Inc.: November, 1984
This position statement prepared by the 1995-1996 ACSA Diversity/Equal
Educational Opportunity Committee will provide the means to help
you in your efforts to provide strong academic programs for all
students.
Donald R. Mitchell, Chairperson
Principal, Washington High School
San Francisco USD
600 32nd Avenue
San Francisco CA 94121
INTRODUCTION
ACSA developed this policy statement to assist its members in
meeting the needs of California's diverse student population.
ACSA believes California's public
schools must mirror the diverse society in which they exist. Most
school districts in the state are experiencing the impact of a growing
diversity within their student population. The data below illustrates
the profound transformation of the population in California:
- California has the largest school enrollment in the nation.
(Ed Source, 1995)
- Two-thirds of the immigration in the world is to the United
States. One-half of the immigration to the United States is to
California. (CDE, 1995)
- California is first among the states in the number of foreign
born residents. (Fifteen percent of California's population was
born in another country.) (United States Census Bureau, 1990)
- One of three Hispanic/Latino children and two of four Asian
children in the United States live in California. (United States
Census Bureau, 1990)
- California is the most populated of all of the states; second
in African American population; first in Hispanic/Latino and Asian
populations (CDE 1995).
- Migrant students make up 3.2% of California's students. (Ed
Source, 1995)
- One-third of California's student population speaks a language
other than English. (United States Census Bureau, 1990)
- Over 23% of California's students are English Language Learners.
(Ed Source, 1995)
- In 1995, students from diverse backgrounds (ethnic minorities)
comprised 58.6% of the student population in California (37.9%
Hispanic, 8.7% African American, 8.2% Asian, 2.4% Filipino, 0.9%
American Indian/Alaskan, 0.6% Pacific Islander). (CDE, 1995)
- About 10% of California's students qualify for special education
services. (Ed Source, 1995)
- In 1993, teachers of diverse ethnic backgrounds comprised 19.4%
of the teachers in California (5.4% African American, 4.5% Asian
American, 8.7% Hispanic and 0.8% Native American). (CDE, 1993)
- African-American and Hispanic students continue to have the
highest dropout rates in California. (Ed Source, 1995)
- Although Hispanics comprise 38% of California's students, only
20% take the SAT. (Ed Source, 1995)
- ACSA members -- ethnic/racial diversity: (ACSA 1994)
| African American |
6.00% |
| American Indian/Eskimo |
.07% |
| Asian |
2.20% |
| Filipino |
.05% |
| Hispanic |
9.50% |
| White |
81.50% |
- California administrators: 52.4% female, 47.6% male (CBEDS
1994)
Growth in the diversity of our student population represents a powerful
force that shapes how education must function if it is to meet the
educational needs of all students.
ACSA BELIEF STATEMENTS
ACSA believes that:
- ACSA leadership and membership must reflect the diversity of
California's student population.
- Educators, with the skills, knowledge and background to work
with students from diverse populations, must be recruited, trained,
mentored and promoted.
- By valuing and respecting individual differences the group
is strengthened.
- By identifying common values, goals and needs among cultures
we broaden understanding of cultural, ethnic, language and other
differences.
- Educators at all levels, pre-school through adult, must value,
respect, recognize and celebrate the differences between students
as individuals and different groups of people.
- All students must have equal access to the core curriculum
and equal opportunity for academic success.
- Multicultural perspectives encourage the integration of accurate,
non-biased information throughout the curriculum.
- Educational environments must promote positive interaction
among students, educators and parents of diverse cultural and
language backgrounds.
- Academic needs of all students must be met by using a variety
of instructional strategies and techniques.
- Developing a level of caring and competence in students enables
them to identify and resolve problematic social issues.
- Educators must communicate high expectations for all students.
- A person's uniqueness must not preclude equitable access to
educational or employment opportunities.
ROLE OF PARENTS/FAMILIES
ACSA believes that parents/families
must:
- Play key roles in the academic and social development of their
children through active involvement in their children's education.
- Be encouraged to participate in all school activities and organizations
to promote feelings of acceptance and belonging.
- Participate and benefit from parent education programs that
help their children succeed in school.
- Be provided the opportunities to become involved in working
with the school in the development of its educational programs.
- Be provided with effective orientation and training regarding
their roles, rights and responsibilities.
ROLE OF THE COMMUNITY
ACSA believes that:
- In collaboration with the schools, the community must develop
an awareness, appreciation and celebration of cultural pluralism.
- In collaboration with the schools, the community can provide
a positive environment which develops and nurtures cultural understanding
and acceptance.
- All students benefit when educators work in collaboration with
community, business, and political leaders.
- Business/school partnerships must assist schools in promoting,
recognizing and celebrating the successes of all students.
- Community, health and social service agencies must work with
schools to provide and coordinate culturally and linguistically
sensitive services for all students and families.
CURRICULAR AND INSTRUCTIONAL PRACTICES
ACSA believes that in order to work
effectively with culturally, socially and linguistically diverse
students, the curriculum, instruction and instructional resources:
- Must be flexible, bias-free, supportive and equally accessible
to all students.
- Must be academically appropriate and meaningful.
- Must provide an instructional program to assist students in
pre-school through adult programs in developing and appreciating
all cultures -- including their own.
- Must include creative educational strategies that will enhance
learning opportunities for all students.
- Must provide educators with the skills and knowledge necessary
to meet the needs of all students.
ROLE OF THE TEACHER
ACSA believes that teachers must
have:
- Pre-service training to provide them with the skills, knowledge
and awareness necessary for all students to receive a strong,
academic instructional program.
- High academic standards/expectations for all students.
- Time for sustained professional development to enhance skills
needed to work with all students, staff, parents, and community.
- Incentives for professional development activities that are
designed to meet the needs of diverse student populations: salary
credits or compensation, fee reimbursement, instructional materials,
or other incentives.
- Language, support services and technological resources to address
the needs of all students.
- Recognition for demonstrating or developing exemplary programs/practices.
- Access to and utilization of increased resources to assist
in the development and implementation of accountability programs
that provide for the academic and social success of all students.
- Valid and reliable assessment and accountability tools to measure
student success.
- Well-defined performance criteria which support site standards.
- Input into specific decisions affecting curriculum and instruction,
school operations, student rewards and discipline, and assessment.
ROLE OF THE ADMINISTRATOR
ACSA believes that administrators
must:
- Foster positive district office and school climates that promote
the awareness and celebration of diversity.
- Be empowered and supported to take risks in developing programs
for all students.
- Have access to effective instructional models designed to meet
the needs of linguistically and culturally diverse students.
- Have access to increased resources to assist educators, at
all levels, in the development and implementation of programs
that meet the academic and social needs of all students.
- Have access to research findings that support a variety of
instructional programs, strategies and techniques that will assist
in meeting the instructional needs of all students.
- Develop strong community partnerships to ensure success for
all students.
- Build greater awareness of school issues, within the education
community and general public.
- Involve educators, parents and the community in developing
effective and comprehensive outreach and communication programs
that address issues of diversity.
- Model and reinforce the value of maintaining high academic
standards for all students.
- Share pertinent information regarding diversity with parent
and professional organizations.
PERSONNEL NEEDS
ACSA believes that:
- Teachers and administrators need to be recruited and hired
to provide and promote a diverse and gender-balanced educational
program.
- Resources for mentoring, scholarships and other incentives
must be provided to attract and recruit teachers and administrators
qualified to meet the needs of all student populations.
- Incentives and career ladder programs must be provided to assist
and encourage paraprofessionals from diverse backgrounds to become
teachers.
- Districts must identify teacher leaders from diverse backgrounds
to provide them with support, mentoring and encouragement to consider
administration as an avenue of professional growth and advancement.
- Teachers from diverse backgrounds must be provided assistance
in seeking and acquiring available scholarships, leadership training
and professional growth activities to aid them in obtaining administrative
positions.
- Administrators from diverse backgrounds must be provided assistance
in seeking and acquiring available scholarships, leadership training,
and professional growth activities to aid them in pursuing and
obtaining more responsible administrative positions, such as director,
assistant superintendent, or superintendent.
CONCLUSION
This position statement will provide educational leaders, in California's
public schools, with the means to provide strong academic programs
to meet the needs of California's diverse student population.
ACSA's goal is to provide all students with the skills and knowledge
necessary for them to be successful in their educational and societal
experiences. The educational experience for students must include
recognition of their cultural, linguistic and social needs to ensure
them equal access to all of the academic programs California's public
schools offer.
As educational leaders, ACSA must support and promote programs
that value diversity and build on the background knowledge and skills
students bring into our classrooms.
ACSA will provide workshops, conferences, training, and recognition
in collaboration with other agencies throughout California, to support
its members in fulfilling their leadership role to provide strong
educational programs for the academic and social success of all
students.
ACSA will pursue issues of student diversity in an aggressive,
creative manner. A major goal of ACSA is to meet the needs of our
diverse student population and will direct time, energy and financial
resources in addressing this important issue.
Association of California School Administrators Diversity/Equal
Educational Opportunity Committee
Donald Mitchell, Chair, Region 5
Principal, San Francisco USD
Henry Bietz, Region 1
Superintendent, Surprise Valley JUSD
Nona Cohen-Bowman, Region 4
Director, Vallejo USD
Cynthia Cooksey, Region 5
Principal, Ravenswood City ESD
Sue Darden, Region 6
Coordinator, Hayward USD
David Durán, Region 7
Assistant Superintendent, Stanislaus COE
Lucia Vega-García, Region 8
Coordinator, Santa Clara COE
Pat Lewis, Region 9
Assistant Superintendent, Coalinga-Huron JUSD
Michael Trujillo, Region 10
Principal, Salinas City ESD
Michael Ramos, Region 11
Assistant Superintendent, Bakersfield City SD
Brad McDuffee, Region 12
Principal, San Bernardino City USD
Ernie Morrison, Region 13
Principal, Oxnard ESD
John Winters, Region 14
Director, Compton USD
Marlene Ministeri, Region 15
Principal, Walnut Valley USD
José Rodríguez, Region 16
Principal, Los Angeles USD
Frances Crear Byfield, Region 17
Principal, Santa Ana USD
Constance Smith, Region 18
Principal, Chula Vista ESD
Yvonne Johnson
Board Liaison
Louise Levy
Administrative Affairs Liaison
Dolores Vásquez
Staff Liaison
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