Paul has more than 20 years of experience in leadership, strategy, and organizational development to solidify and amplify the long-term impact of growing, mission-driven enterprises in both the for-profit and nonprofit sectors.
David M. Slover serves as Senior Vice President and Chief Strategy Officer at HighGround Advisors, an investment and trust services company serving the non-profit sector and charitably-minded families. David served as President of Buckner Foundation from In his role there, he oversaw development, strategic planning, donor and ministry engagement including humanitarian aid and missions, […]. Kwabena received a microfinance loan 45 years ago. Over time, he parlayed that loan into one of the most successful private enterprises in Ghana.
Marnie Nair has more than 25 years experience working with at-risk teens and their families. She began her career as a classroom teacher and reading specialist in inner-city middle and high schools in Oakland, New York City and Washington, D.
Kurt Knapton is an innovative business leader passionate about helping educate and encourage disadvantaged children to become future leaders who transform their communities.
Kurt spent a decade as a management consultant working for Booz Allen Hamilton and Accenture, specializing in business strategy and improvement for Fortune clients. In , he joined a start-up company where […]. Some newcomer teachers said they were not trained or given time to plan with language coaches. At the middle and high school levels, students are scattered across complicated schedules, making it impossible for coaches to support every child, the teachers said.
Half of those jobs were reinstated over the summer, but the tumult has caused anxiety for many teachers who remain, including those interviewed for this story. Five are still employed by the district and have asked for anonymity out of concern for their jobs. Larsen, who taught newcomers at San Diego High School, said part of the problem is that district officials made decisions far removed from where it matters most: the classroom. Policy experts say that whatever approach school districts choose, educating high school-aged newcomers is especially challenging.
And for refugees whose life experiences have resulted in years of missed schooling, the task is even tougher. Because high school completion is credit-based, refugees start in the ninth grade regardless of their age or educational background.
In San Diego Unified, students need 44 credits to earn a diploma. Most classes are worth two credits each. Statewide, nearly 70 percent of English language learners in the class of graduated on time, according to the California Department of Education. However, in San Diego Unified, which has one of the largest proportions of refugee students in the state, graduation rates have not been as strong, Cephas said.
During the school year, San Diego Unified conducted an internal review of its graduation rates. According to the district, half of all newcomer students at some schools were failing to graduate within four years. The district would not provide specific data on this. Under those standards, schools must provide English language learners with meaningful access to grade-level content while also developing their language proficiency.
In San Diego Unified, immigrant and refugee high school students are now placed immediately into an integrated math class where they can earn credits toward a high school diploma.
After initial pushback from teachers and the community, the district also began offering a remedial math class for newcomers with significant gaps in their education. All students enrolled in remedial math, however, passed with a C or better. Daniel Nyamangah, who works with students at Crawford High School through the nonprofit Social Advocates for Youth San Diego, worries that refugee students, in particular, are being left behind in the rush to graduation.
Instead of going to classes where they feel overwhelmed and unsupported, some refugee students have begun hiding in bathrooms or staying home from school altogether, Nyamangah said.
Advocates warn that increased truancy rates among newcomer students could have long-term consequences for the wider community. For its oldest newcomers, the district is working with San Diego Continuing Education and the San Diego Community College District to develop alternative pathways to graduation, Cephas said, and the district also plans to work with community-based organizations to improve its translation and counseling services.
They come with motivation. Merdin Mohammed roamed her eastern City Heights neighborhood one afternoon in late June, knocking on doors and chatting on sidewalks. Armed with enrollment paperwork and a smartphone translation app, the outreach director for City Heights Prep Charter School had a mission: find more students. The school, which opened in , has grown by one grade-level each year.
When it welcomes students back today, the charter will have its first 11th grade class. And if its door-to-door recruitment efforts pay off, the school hopes to expand ever further. City Heights is a densely populated neighborhood in central San Diego. It is known for its ethnic and cultural diversity; more than 40 percent of its nearly 70, residents were born outside the U.
Immigrants from East Africa, Vietnam and several other countries have established vibrant communities in City Heights thanks to affordable housing. But in recent years, rent across San Diego has skyrocketed , forcing some families to relocate in search of cheaper rent.
Charter schools — funded with taxpayer dollars but managed by private organizations — have long been lauded by school choice advocates for their ability to offer innovative alternatives to traditional public schools. Beyond San Diego, charters have cropped up to serve the needs of refugee students from Chicago to suburban Atlanta.
As a charter school, City Heights Prep can enroll students from anywhere in California. During the school year, students demonstrated above average growth in both reading and math, according to standardized test data.
Data also showed that the longer English language learners remained at the school, the greater their scores improved each year. Refugee and immigrant students at City Heights Prep have one hour of English language instruction each day but are otherwise with their peers.
Nair, who lives near the school, decided to open City Heights Prep in after community discussions revealed that parents wanted more educational options for their children. In San Diego, resettlement agencies are responsible for ensuring refugee children enroll in school. But because agencies typically bring families to enroll at district schools, Nair has had to rely on word-of-mouth endorsements among refugee parents.
Starting the school year, City Heights Prep will have its first senior class, and Nair expects to enroll more teenage newcomers as the school expands. The charter school is designed to serve students even after they turn 18 if they need more time to earn a high school diploma, Nair said. Under California law , students can remain in school until they turn 21, but they must be continuously enrolled in the same school in order to do so.
In recent years, handfuls of students have transferred to larger district schools, especially for high school grades. Students who leave are often interested in joining sports teams or being in classes with neighborhood friends. Others, Nair said, just want to go to a school where they think there will be less homework. As the charter becomes more established in the community, more students are choosing to stay from one year to the next, Nair said.
The share of students re-enrolling rose to 84 percent at the end of the school year, Nair said. She said City Heights Prep would like to build upon that momentum and eventually expand the school to serve middle and high school students. And for Mohammed, the outreach director tasked with networking among the refugee community, that work is personal. Each day, Mohammed and her colleagues reminded them that hard work will lead to future opportunities, including higher education. For many of the students, Mohammed said, dreams of college may have been impossible before finding refuge in the U.
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That gas chamber execution was the first time the death penalty was carried out in California in 25 years.
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