HOW LOCAL SCHOOLS COMPARE: EXCERPTS FROM ‘PUBLIC SCHOOLS USA’

SCHOOL: ARCADIA UNIFIED SCHOOL DISTRICT QUALITY OF SCHOOL LEADERSHIP The school board looks for principals who have educational leadership ability, and the quality of leadership is generally uniform throughout the system. Teachers have influence in principal selection; parents do not. Principals have some say about the allotment of district resources to their school. Parent organizations are very active and vocal, and they are listened to by district administrators and the school board. QUALITY OF INSTRUCTION Learning opportunities for gifted students are rated excellent. Neighboring universities offer enrichment courses in addition to those provided by the schools. Additional instruction for low-achieving students is considered fair. An observer said more remedial teachers are needed. The curriculum for students going to college is rated excellent, but the curriculum for students entering the job market is considered only fair. While observers feel the district meets the needs of most minority students, they are concerned that the schools may not be quite prepared for the major influx of students from Asian countries. QUALITY OF SCHOOL ENVIRONMENT The level of classroom disruption and student vandalism is low, according to observers, but parent groups are concerned about a drug problem and increasing friction between some Asian and white students. The quality of building maintenance and repair is good. SCHOOL: CHARTER OAK UNIFIED SCHOOL DISTRICT (covers Covina and parts of Glendora) QUALITY OF SCHOOL LEADERSHIP The school board seeks principals who demonstrate educational leadership ability. The quality of leadership does not vary greatly from school to school. Parents and teachers have hardly any say on principal selections. Principals, however, have some influence over the resources allotted their school. Parent organizations are not very strong, and their influence on policy decisions is minimal. QUALITY OF INSTRUCTION Additional learning opportunities for gifted students are rated good, and additional instruction for low-achieving students is considered excellent. Each elementary school has a reading specialist to help low achievers. The curriculum for college-bound students and job-bound students is rated good. QUALITY OF SCHOOL ENVIRONMENT The level of classroom disruption and student vandalism is considered on the high side. “The vandalism problem has increased in recent years,” said an observer. The quality of building maintenance and repair is good. SCHOOL: CLAREMONT UNIFIED SCHOOL DISTRICT QUALITY OF SCHOOL LEADERSHIP Principals are hired because of their educational leadership ability, and the quality of leadership does not vary greatly from school to school. Parents and teachers help screen principal candidates. Also, principals have a say in the distribution of district resources to the schools. A district advisory committee is an effective influence on district policies. Its most recent task was to study the district’s desegregation policy and make recommendations. QUALITY OF INSTRUCTION Additional learning opportunities for gifted students are considered excellent, and additional instruction for low-achieving students is rated good. The curriculum for college-bound students is considered excellent, but the curriculum preparing students for the world of work is rated fair. QUALITY OF SCHOOL ENVIRONMENT Classroom disruption and student vandalism are not problems. The quality of building maintenance and repair is termed fair, mainly because of budget cuts. SCHOOL: DUARTE UNIFIED SCHOOL DISTRICT QUALITY OF SCHOOL LEADERSHIP Principals are hired primarily for their educational leadership ability, and the quality of leadership does not vary greatly from school to school. Parents and teachers have some say in principal selections, mostly expressing informal opinions. Principals, however, have a great deal to say about how resources are allotted. Parent organizations are an effective influence on school decision-making. QUALITY OF INSTRUCTION Additional learning opportunities for gifted students and for low-achieving students are rated good. Also rated good are the curriculums for students going to college and for students not planning on college. QUALITY OF SCHOOL ENVIRONMENT The level of classroom disruption and student vandalism is low, and the quality of building maintenance and repair is good. SCHOOL: GLENDORA UNIFIED SCHOOL DISTRICT QUALITY OF SCHOOL LEADERSHIP Principals are hired mainly because of their ability as educational leaders. However, some principals who have been in the system awhile were part of an “old boy” network, and their leadership ability is not as good, according to observers. Parents and teachers have little say in the selection of principals, but principals have some say in the allocation of district resources. Parent organizations are effective in influencing school decision-making. QUALITY OF INSTRUCTION Additional learning opportunities for gifted students and low-achieving students are rated fair. The problem is the lack of funding, said the observers. Considered good is the curriculum for the college-bound and for students bound for the world of work. Work experience programs are part of the latter curriculum. QUALITY OF SCHOOL ENVIRONMENT The level of classroom disruptions and student vandalism is low. The quality of building maintenance and repair is excellent. SCHOOL: PASADENA UNIFIED SCHOOL DISTRICT QUALITY OF SCHOOL LEADERSHIP Internal politics are a factor in principal selection, but educational leadership ability remains the primary consideration. There are some major variations in the quality of leadership, mainly because “the same standards are not used for everyone,” said an observer. Parents and teachers have no say in principal selection, and principals have little say in the way district resources are used. Parent organizations are occasionally effective in influencing school decision-making. QUALITY OF INSTRUCTION Additional learning opportunities for gifted students are rated good, but additional instruction for low-achieving students is considered fair. The curriculum for students bound for college is termed good, but the curriculum for students not planning on colleges is rated fair. The observers do not believe that the district is adequately meeting the educational needs of minority students. QUALITY OF SCHOOL ENVIRONMENT The level of classroom disruption and student vandalism is on the low side (barely), but the quality of building maintenance and repair is fair. “Many of the buildings are old,” said an observer. SCHOOL: POMONA UNIFIED SCHOOL DISTRICT QUALITY OF SCHOOL LEADERSHIP Principals are chosen primarily for their ability as educational leaders. The quality of educational leadership is generally uniform from school to school. Parents and teachers serve on committees that screen principal candidates, and principals have a great deal to say about the distribution of district resources among the schools. Parent organizations are not very effective in influencing school decisions. QUALITY OF INSTRUCTION The program for gifted students is rated good, but the money crunch means the district must “fight to keep it,” said an observer. Additional instruction for low-achieving students is considered fair. The curriculum for students planning on college and for those not planning on college is rated good. The district offers a good adult program that includes instruction leading to the equivalent of a high school diploma. QUALITY OF SCHOOL ENVIRONMENT The level of classroom disruption and student vandalism tends to be on the high side, and the quality of building maintenance and repair is fair. SCHOOL: SAN MARINO UNIFIED SCHOOL DISTRICT QUALITY OF SCHOOL LEADERSHIP Principals are hired because of their educational leadership ability; the quality of leadership is generally uniform throughout the system. Parents and teachers help select principals, and principals have a great deal to say about the allotment of district resources. Parent organizations are effective as an influence on district policy. QUALITY OF INSTRUCTION Additional learning opportunities for gifted students are rated excellent, but the additional instruction for low-achieving students is considered fair. The curriculum for students going to college is called excellent, but the curriculum for students not planning on college is rated fair. QUALITY OF SCHOOL ENVIRONMENT The level of classroom disruption and student vandalism is very low. However, the quality of building maintenance and repair is only fair to poor. The secondary schools “need much repair,” said one observer. Another observer expressed the problem faced by this and many other California districts: “The money is for people, and the staff is terrific, but the roofs leak.”