Thursday, June 23, 2011

SCHOOL TURNAROUNDS GET NEW EMPHASIS WITHIN U.S. ED DEPT - Safe and Drug Free Schools? Not so much.

By Michele McNeil in Ed Week Politics K-12  | http://bit.ly/kRvnyc

on June 22, 2011 2:22 PM | The U.S. Department of Education is creating a new office to focus on school turnaround efforts, officials there announced today. It will be led by Jason Snyder, who's been serving as chief of staff to Deputy Secretary Tony Miller, and will be housed within the Office of Elementary and Secondary Education.

The creation of this new office may seem like a very bureaucratic move (which it is) but it also shows how important the department, and Education Secretary Arne Duncan, thinks these turnaround efforts are. After all, I've heard Duncan say that the $3.5 billion School Improvement Grant program, and the four turnaround models the feds have created to intervene in the worst schools may be some of the most important work the department is doing.

Today's news follows the announcement from earlier this week that the department was eliminating the Office of Safe and Drug-Free Schools and moving those programs over to the elementary and secondary education office, too. Department officials tell me this should be the end of the bureaucratic shuffling—that this isn't the start of some big departmental restructuring.

Here's the memo Deputy Secretary Tony Miller sent to staff today on the new turnaround office:

The Department is committed to developing and deepening program and policy expertise in the program offices, especially in high-priority areas. Consistent with that objective, we are planning to establish an Office of School Turnaround in the Office of Elementary and Secondary Education that will help focus our support to states, districts, and schools as they implement critical reforms to turn around our lowest-performing schools.

The Office of School Turnaround will be responsible for the administration of the School Improvement Grants program and will play an important role in ensuring that our support of state and local turnaround efforts is coordinated across department programs.

The Office of School Turnaround will be led by Jason Snyder, who will serve as a Deputy Assistant Secretary for Policy. As many of you know, Jason has been working with OESE (particularly Kandace Jones and the SIG Team) on conducting an in-depth review of SIG grant recipients in order to inform our policy development, monitoring, and technical assistance efforts for this program. Jason is leaving his position as Chief of Staff in the Office of the Deputy Secretary (ODS) and will join OESE in early July in order to work full time on school turnaround issues. Deputy Secretary Miller has asked Wendy Tada to serve as Acting Chief of Staff in ODS.

The structure and staffing details of the office will be determined in the coming months and we will provide additional information as it becomes available. The Department will work with the American Federation of Government Employees (AFGE) union to address workplace issues that may affect bargaining unit employees.

Wednesday, June 22, 2011

LAUSD MOVES FORWARD WITH PLAN FOR NEW CHARTER SCHOOL ON WALGROVE CAMPUS

The LAUSD Board authorizes staff on Tuesday to release an 'Intent to Lease' for two acres of space at Walgrove Ave. Elementary where a new charter school would be built.

By Samantha Page | Venice Patch| http://bit.ly/jvDSIx

22 June - With little deliberation, the Los Angeles Unified School District board on Tuesday authorized its staff to issue a notice of intent, calling for proposals from charter schools to build a new school on two acres of the Walgrove Avenue Elementary School campus.

"All we're doing is approving the intent to lease the land," said LAUSD board member Steve Zimmer, who represents the district.

Zimmer was reiterating statements he made at a contentious meeting at Walgrove last week. This is the first step toward putting a charter school on Walgrove's campus. LAUSD staff said they intend to issue the notice sometime this summer. If and when a proposal is selected, the board will have another opportunity to vote, which will come with another round of public comment.

"We do not need another school," one Walgrove neighbor told the board on Tuesday. She suggested that a better use of the space would be to "create a safe zone for loading and unloading passengers."

Congestion along Walgrove Avenue was the primary complaint of most of the few speakers who could attend the 1 p.m. meeting downtown. Four other neighbors registered complaints of people blocking them in their driveways, speeding away after dropping off passengers, and even parking in private driveways.

Some said the space rightfully belonged to Walgrove and should not be given away.

Sandi Wise, who lives nearby, noted when the Lincoln Place apartments are fully occupied, the area will be supporting more traffic, and the magnet school starting at Mark Twain Middle School nearby is expected to add 300 students to the area.

Currently, Ocean Charter School has 14 classrooms and about 150 students at Walgrove, through the program instated by Proposition 39.

"In this particular area, there has been incredible pressure on classroom space due to Prop. 39," Zimmer said. "There are not enough spaces to accommodate requests.

Twelve of OSC's classrooms are in out-buildings, which have to be removed at the end of the 2011-2012 school year. In addition, the Green Dot charter school organization is looking for space in Venice. The LAUSD briefly considered colocating Green Dot's new middle school at Westminster Avenue Elementary.

Sarah Reimers, co-president of the Friends of Walgrove booster club, said it was a "very innovative solution" to the space problem in the area.

"A great deal of stress and energy" has been spent on the colocation of OCS at Walgrove, Reimers said. "Parents at Walgrove are not concerned with losing two acres."

Do you think a new school should be built at Walgrove? Tell us in the comments.

 

2cents smf: There are questions that need to be answered before charter schools build on District-owned land.

  • Who will pay for construction? …and from what money?
  • Who will hold title to the building? – buildings last a lifetime, charters last five years.
  • Will it be built to DSA/Field Act standards?
  • Prop 39 is not an entitlement to space because a charter wants it – it only makes space available if it exists and is available

Keep an eye on the Environmental Impact Reports.

Follow the money. Connect the dots. ●. Sunshine the process.

click here for Venice Tsunami Map . Not only is Walgrove within the Tsunami zone, but  it is also within a Seismic Hazard (Liquefaction) Zone. This is no place to scrimp on the school building codes and standards.

Tuesday, June 21, 2011

SCHOOL IS IN SESSION FOR VILLARAIGOSA’S CRITICS …including smf

JewishJournal.com

Opinion by By Bill Boyarsky in the Jewish Journal | http://bit.ly/jrdy3V

June 21, 2011 - “ A great school is an anchor for a neighborhood,” Los Angeles Mayor Antonio Villaraigosa said. “A great school district is an anchor for a great city.”

I was interviewing the mayor in his City Hall office last week about his heavy involvement in the Los Angeles public schools. Although running the Los Angeles Unified School District isn’t in his City Charter job description, Villaraigosa has been a leader in creating schools that offer alternatives to traditional district methods, trying to improve student and teacher performance.

Villaraigosa has been criticized for these efforts. Some critics say he should spend his time on potholes, traffic congestion, jobs and cops rather than on an institution over which he has no jurisdiction. His most intense criticism comes from the teachers union, United Teachers Los Angeles (UTLA), which opposes his sweeping proposals, especially those that weaken seniority protection for the hiring, firing and assignment of teachers. The union especially opposes charter schools, which operate with public funds but are not under UTLA contracts. Villaraigosa favors charters.

The union-charter school issue is complicated.

The charters are beloved by rich business people like Bill Gates and Eli Broad, who help fund them, and by some hedge fund magnates, who see them as good investments. Also, there are tax advantages for donating to nonprofit charters. All these people think charters offer a magic way to better schools, although results around the country are mixed. UTLA, on the other hand, is opposed to charters and to other proposals to change seniority rules and other contract provisions that protect veteran teachers at the expense of newer, more energetic and perhaps more imaginative teachers. To UTLA, charter supporters are union busters.

This is just one element of the public school situation, one of the most interesting and important stories in Los Angeles. For public school students, parents and grandparents, the daily ups and downs of life at the kids’ school are a major worry and topic of conversation. Many Jewish families, returning to the public schools or contemplating such a move, are among them. That’s why I write about the public schools as often as I do.

In addition to helping create alternatives to the traditional Los Angeles public schools, Villaraigosa has rounded up donations for the LAUSD and, most importantly, raised money and campaigned for winning candidates, who have formed a majority on the seven-member L.A. district board and are friendly to his ideas.

I asked him about this. “Mayors need to drive these reforms,” he said. He had visited one school in the morning and said he had to limit our conversation to a half hour because he was going to another school late in the afternoon.

As he sees it, “Kids fail in urban schools in numbers that boggle the mind.” When they drop out, they can’t compete for jobs that are increasingly complex. Nor can a city with bad schools compete for industries and other businesses.

Villaraigosa is deeply involved in two efforts that he considers major reforms but that are strongly opposed by the teachers union.

One is Villaraigosa’s Partnership for Los Angeles Schools, which he formed with the school district after his effort to take over the LAUSD was defeated in the legislature. It is a nonprofit organization run by the city and the school district, which has taken on more than 21 schools with considerable power to manage teaching and the budget. A $50 million donation — at $5 million a year for 10 years — from South Bay real estate developer Richard Lundquist and his wife, Melanie, both LAUSD grads, got the partnership off to a good financial start.

The other is Public School Choice, consisting of 74 Los Angeles schools that have been taken over by nonprofit charter school firms or organizations formed by teachers, school administrators, parents or community groups. These schools operate without many of the union rules Villaraigosa opposes, and with strong emphasis on evaluations of teacher performance.

As Villaraigosa sees it, teachers collaborate and compete. “Competition and choice work,” he said. “The days of excuses and low expectation are over.” He added, “Teachers are rising to the occasion.” He said they “plan together, work together and critique each other.”

Like the mayor’s Partnership schools, the Public School Choice schools include some of the city’s lowest ranked academically and have the most needy students.

All this reflects an expansive view of being mayor, but one that has always made a lot of sense to me.

The mayor of Los Angeles is the most visible and powerful elected public official in the L.A. basin. Some of his responsibilities extend beyond the city limits. For example, by serving on the Metropolitan Transportation Authority board and appointing three more of its members, he has considerable influence over the Southland’s rail and bus lines. By appointing the airport board, he has more say than anyone else in running Los Angeles International Airport.

With such wide-ranging responsibilities, it’s good that the mayor has focused on the public school system, the institution that, along with the police and fire departments, has more impact than any others in Angelenos’ daily life.

Bill Boyarsky is a columnist for The Jewish Journal, Truthdig and L.A. Observed, and the author of “Inventing L.A.: The Chandlers and Their Times” (Angel City Press).

smf: I have much respect for former LA Times editor Boyarsky. He is right that the city charter and the state constitution do not envision the role in public education that the mayor has carved out for himself.

This is not through lack of foresight; it is by design.

The intent – put there by the voters into the state constitution – reaffirmed in the city charter - was to keep municipal government and petty politics out of school governance in California. To stop public education from being a mayoral fiefdom like the Airport Commission or the Metropolitan Transit District – two paragons of well-oiled civic machinery. Light rail still doesn't reach the airport, there still really isn’t a plan to do so.

But Mayor Villaraigosa wasn’t going to let the niceties of the law keep him from doing what other big mayors in other big cities do. The Mayor tried to take over the school district through legislative fiat though AB1381. (“Fiat”,  my former writing partner reminds me,  stands for [with apologies to Fabbrica Italiana Automobili Torino S.p.A]: ‘Fix It Again Tony’ ) Boyarsky states that Mayor Tony’s effort to take over the LAUSD was defeated in the legislature. That is just plain incorrect, the lege gave Tony a big wet kiss. The effort was defeated in the Superior Court, the Court of Appeals and the state Supreme Court.

Three strikes, no dissenting opinions.

When the courts ruled that he couldn’t circumvent the constitution the mayor circumvented the courts by getting the best school board money could buy to give him some schools. And to give some other schools to the ones who gave him the money to buy the school board with. Quid pro quo.

Boyarsky says the mayor has raised money and campaigned for winning candidates for school board. He has also supported losing candidates – his vision is not universally shared by the electorate.

And the potholes, traffic congestion, jobs and cops?  There are more potholes, more traffic congestion, less jobs and less cops now then we were promised or had when Tony changed offices in city hall. And his schools are doing no better than the LAUSD schools is the neighborhoods. He’s even closing one of them down.

Homework: THE USEFUL AND THE USELESS + NEW RECRUIT IN THE HOMEWORK REVOLT – THE PRINCIPAL

THE USEFUL AND THE USELESS

By Valerie Strauss | The Washington Post Answer Sheet | http://wapo.st/iqkSKZ

6/17/2011 - We’ve come a long way from the 1930s, when the American Child Health Association put homework next to child labor as a leading cause of child deaths from tuberculosis and heart disease.

Yet the value — or lack thereof — of homework never seems to go away. The issue has been raised anew by a story on the front page of the New York Times (follows)about a number of school systems around the country that are either reevaluating their homework policies or have already found new, less stressful ways of giving kids work to do after school.

 

●●smf's2¢: Last October 4LAKids reblogged

THE LOWDOWN ON HOMEWORK: How much homework is too much? A Grade-by-grade guidelines for what kids can reasonably be expected to do  by GreatSchools Staff | http://bit.ly/dpd45a

This is a controversial topic – and was not presented as an endorsement – though 4LAKids believes that “less-is-better” …especially for very-youngsters.

The definitive pieces on homework as far as I’m concerned are Orson Scott Card’s essays:

If you are concerned about your child’s homework load have a discussion with the teacher. Listen to the teacher and insist that the teacher listen to you – insist that the discussion be about your child, not ‘children this age’. If that is unsatisfactory have the discussion with the principal. Understand that there are widely varying opinions among educators on the subject. And that GreatSchools – the author of this article - is much like USA Today or 4LAKids – a good place to start but not the last word!

Some of the impetus for the change comes from a movie — “ Race to Nowhere ,” a documentary film showing students who are burned out from the stress of school. Added to that is the research that shows that too much homework is often counterproductive and that in the early grades, the homework that actually helps kids learn is reading. Just reading.

There has never been any agreement in the education world about exactly what homework should be or even what its basic purpose is. Should it be about review or about learning new concepts? Should it be graded or not?

Harris Cooper, professor of education and psychology at Duke University, who is probably the best known researcher on the subject, has concluded that:

• Up until fifth grade, homework should be very limited.

• Middle-school students should not spend more than 90 minutes a day on homework

• Two hours should be the limit in high school.

Beyond those time limits, he has said, research shows that homework has no impact on student performance.

Kids often complain about homework assignments for good reason: Many consist of mindless tasks, or else are time wasters that have nothing to do with the lesson at hand.

In 2009, I asked some students to tell me their favorite and least favorite homework assignments. Here, in an encore performance, are the still informative answers.

Meanwhile, what were your or your children’s most useful and useless assignments this past year? Write them in the comments or e-mail me at straussv@washpost.com, and I’ll publish the best of them.

-0-

Gabrielle Bluestone

Attended George Washington University, Horace Mann School in New York

The best homework assignment I can remember was a project on music that corresponded with a civil rights class. Using different time periods (slavery corresponded with Robert Johnson, the civil rights movement with the song “A Change Is Gonna Come”), we analyzed current music for gospel and blues influences and wrote about how they developed from specific points in history. It was pretty much the only time I’ve seen an entire high school class excited about a project.

Lousy homework assignments are uninspired ones — the ones that get assigned only to prove that the student completed the reading or opened the textbook.

-0-

Nikki Kaul

Attended McLean High School

McLean, Va.

The most useless homework assignment I’ve ever had was where I had to write about the history of a cultural festival, and when the day came to turn in the assignment, the teacher didn’t even touch upon that subject. The teacher went straight into another subject that was completely irrelevant to what was in the curriculum and had nothing to do with what would be relevant to the final exam, the tests, quizzes, and midterm.

The best homework assignment I’ve ever had was for my math class, where the homework assignment covered literally everything that was on a huge test. I learned more than I had expected to because of all the critical thinking that the homework required.

What I feel makes a homework assignment good is if it is relevant, challenges the student doing it, and is not too time-consuming. A bad homework assignment is one that has absolutely no relevance to what is being taught or anything that is learned or part of the curriculum.

If it is meaningless AND time-consuming, then it is quite possibly the worst of the worst in terms of homework assignments.

-0-

Naveed Siddiqui

Graduated from Eleanor Roosevelt High School

Greenbelt, Md.

The most useless homework is always those study questions that we get after we read a text in a class. The questions are always something along the lines of “What is the main idea of the passage?” I’m not going to be able to answer this type of question right away.

And even if I were able to, the answer would not stick with me unless I knew why it was the answer. I get the most out of these passages and essays by discussing them in class.

The best homework assignment I received was ... in English.

After a long year in which we all worked hard and definitely improved our reading and writing skills, my teacher simply told us to write a journal entry in which we tell her something. Anything (well, anything school appropriate).

I wrote about how my family moved from Pakistan to the United States when I was very young. This assignment gave me the opportunity to use my refined writing skills and also allowed me to reflect on my life.

A good homework assignment is one where you and the classmate sitting next to you do not necessarily have the same answer. It allows you to be creative in the way you put to use what you learn in class.

Bad homework assignments are those tedious, monotonous pieces of work that you get each time you finish a section of lessons in class. They are a series of repetitions that are supposed to polish your skills in a particular subject, but do not effectively do this.

-0-

Emily Gordon

Bethesda, Md.

I think that the most useless homework assignment was ... when I got homework on a lesson that I learned a week earlier, and when I had learned something completely different that day.

The best homework assignment I ever had was when ... I had to write a persuasive essay on the Japanese Internment [during World War II], and whether it was for America’s own good or not. It was fun. Even though I had to read various parts of the Constitution, and had to read many different articles and readings on people debating the same topic, it was still fun.

-0-

Hojung Lee

Attended Mt. Hebron High School

Ellicott City, Md.

The best homework I had was not something that made me learn something unexpected.

Homework should be something expected that will have problems and challenging ideas that will hone the skills we acquired that day of the lesson or before and shouldn’t go further than that.

I generally like my Calculus homework because my teacher gives problems that we learned from a long time ago along with newly learned ones but never something we will learn or totally unexpected. Especially when it comes to math, many students give up tackling “difficult or unexpected” problems.

-0-

Sarah Scire

Atended George Washington University,

Salem High School, N.H.

A great homework assignment from high school was given in a Comprehensive American Studies and Literature course taught by two completely opposite personalities (one had a fetish for legendarily difficult pop quizzes and the other enjoyed taking us on walks in the woods to ponder transcendentalism).

We were asked to illustrate a quote from Thoreau on a poster for the course and write a paper on the quote, and what it meant to us. The posters were displayed in the classroom and the papers shared with the class. The assignment was great because our work was appreciated and displayed and my classmates chose a variety of quotes, with even those picking the same one interpreting them in wildly different ways.

The worst homework assignment was all of the ones given in Statistics. The teacher assigned almost every problem of every chapter (making for horribly repetitive and time-consuming work). If we got through the lesson plan for the day, it would always be “okay, start your homework for chapters three, four and five!”

Feeling like you were doing work simply for the sake of doing work ... was the worst part of the assignment — and high school.

-0-

Emily Cahn

Attended George Washington University, Columbia High School

Maplewood, N.J.

I have two memorable homework assignments, both for good reasons.

When I was in 5th grade, we were assigned a project to come up with a plan to spend $1 million. “The Million Dollar Project,” as it was called, was supposed to teach us the value of money. We had to spend every last cent of the million, however we could spend it any way we liked. The assignment was a fun and easy way to learn the value of money and to see what $1 million could really buy.

[At college in 2008], I took a class called U.S. Political Participation during the fall semester. Thus, the presidential election was taking place over the course of the semester. We were given a project to predict the final Electoral College result. We had to analyze polling data and research past voting records of each state. We then had to determine the main issue voters would base their decision off of, and look at that in historical context to see whether those issues lead to the election of a Democrat or Republican. It was also an engaging assignment that forced me to pay more attention to election coverage.

Overall, assignments that allow me to be hands-on usually turn out to be my favorite.

 

Anti-Homework Rebels Gain A New Recruit: The Principal.

By WINNIE HU – New York Times  | http://nyti.ms/jIhVLY

Jessica Kourkounis for The New York Times - Cathy Clark, a teacher, with her students at Arthur Rann Elementary School in Galloway, N.J. The Galloway school board will vote this summer on a proposal to limit weeknight homework to 10 minutes for each year of school and to ban assignments on weekends, holidays and school vacations.

 

June 15, 2011 GALLOWAY, N.J. — After Donna Cushlanis’s son kept bursting into tears midway through his second-grade math problems, which one night took over an hour, she told him not to do all of his homework.

<<Jessica Kourkounis for The New York Times - Zach Narkiewicz, 12, at Arthur Rann Elementary School in Galloway, N.J., which is re-evaluating homework practices.

“How many times do you have to add seven plus two?” Ms. Cushlanis, 46, said. “I have no problem with doing homework, but that put us both over the edge. I got to the point that this is enough.”

Ms. Cushlanis, a secretary for the Galloway school district, complained to her boss, Annette C. Giaquinto, the superintendent. It turned out that the district, which serves 3,500 kindergarten through eighth-grade students, was already re-evaluating its homework practices. The school board will vote this summer on a proposal to limit weeknight homework to 10 minutes for each year of school — 20 minutes for second graders, and so forth — and ban assignments on weekends, holidays and school vacations.

Galloway, a mostly middle-class community northwest of Atlantic City, is part of a wave of districts across the nation trying to remake homework amid concerns that high-stakes testing and competition for college have fueled a nightly grind that is stressing out children and depriving them of play and rest, yet doing little to raise achievement, particularly in elementary grades.

Such efforts have drawn criticism from some teachers and some parents who counter that students must study more, not less, if they are to succeed. Even so, the anti-homework movement has been reignited in recent months by the documentary “Race to Nowhere,” about burned-out students caught in a pressure-cooker educational system.

“There is simply no proof that most homework as we know it improves school performance,” said Vicki Abeles, the filmmaker and a mother of three from California. “And by expecting kids to work a ‘second shift’ in what should be their downtime, the presence of schoolwork at home is negatively affecting the health of our young people and the quality of family time.”

So teachers at Mango Elementary School in Fontana, Calif., are replacing homework with “goal work” that is specific to individual student’s needs and that can be completed in class or at home at his or her own pace. The Pleasanton School District, north of San Jose, Calif., is proposing this month to cut homework times by nearly half and prohibit weekend assignments in elementary grades because, as one administrator said, “parents want their kids back.”

Ridgewood High School in New Jersey introduced a homework-free winter break in December. Schools in Bleckley County, Ga., have instituted “no homework nights” throughout the year. The Brooklyn School of Inquiry, a gifted and talented program, has made homework optional.

“I think people confuse homework with rigor,” said Donna Taylor, the Brooklyn School’s principal, who views homework for children under 11 as primarily benefiting parents by helping them feel connected to the classroom.

The homework revolution has also spread north to Toronto, which in 2008 banned homework for kindergartners and for older children on school holidays, and to the Philippines, where the education department recently opposed weekend assignments so that students can “enjoy their childhood.”

Research has long suggested that homework in small doses can reinforce basic skills and help young children develop study habits, but that there are diminishing returns, said Harris Cooper, a professor of psychology and neuroscience at Duke University. The 10-minute guideline has generally been shown to be effective, Dr. Cooper said, adding that over all, “there is a minimal relationship between how much homework young kids do and how well they test.”

Still, efforts to roll back homework have been opposed by those who counter that there is not enough time in the school day to cover required topics and that homework reinforces classroom learning. In Coronado, Calif., the school board rejected a proposal by the superintendent to eliminate homework on weekends and holidays after some parents said that was when they had time to help their children and others worried it would result in more homework on weeknights.

“Most of our kids can’t spell without spell check or add unless it comes up on the computer,” said Karol Ball, 51, who has two teenage sons in the Atlantic City district. “If we coddle them when they’re younger, what happens when they get into the real world? No one’s going to say to them, ‘You don’t have to work extra hard to get that project done; just turn in what you got.’ ”

Homework wars have divided communities for over a century. In the 1950s, the Sputnik launching ushered in heavier workloads for American students in the race to keep up with the Soviet Union. The 1983 report “A Nation at Risk” and, more recently, the testing pressures of the No Child Left Behind law, also resulted in more homework for children at younger ages.

A few public and private schools have renounced homework in recent years, but most have sought a middle ground. In Galloway, the policy would stipulate that homework cover only topics already addressed in class.

“It’s been a fairly rote, thoughtless process for a long time, and schools are starting to realize this is a problem,” said Cathy J. Vatterott, an associate education professor at the University of Missouri at St. Louis and author of “Rethinking Homework.”

But Randi Weingarten, president of the American Federation of Teachers, views policies dictating how to do homework as “taking something that should be professional practice and making it into an assembly-line process.” Dr. Giaquinto, Galloway’s superintendent, said the goal of the proposed policy was to make homework “meaningful and manageable,” noting that teachers would have to coordinate assignments so that a student’s total homework would not exceed the time limit.

Ms. Cushlanis, a single mother of triplets who are in different classes, is looking forward to having things standardized. Last year, in second grade, her son Nathan had twice as much homework as his brothers; this year, her son Jared has the most. If the boys do not finish their homework, they must do so the next day during recess.

“They shouldn’t be bombarded with homework,” Ms. Cushlanis said. “Kids need to be able to play; they need outlets.”

But William Parker, a construction worker who attended the Galloway schools and has a nephew in first grade, said the policy might lead children to focus on the clock rather than on their studies.

“This is so stupid,” Mr. Parker said. “Part of growing up is having a lot of homework every day. You’re supposed to say, ‘I can’t come out and play because I have to stay in and do homework.’ ”

School Funding: PUBLIC GOOD. PUBLIC CUTS - State budget shortfalls will bring a raft of cuts to public schools

image

editorial from the U.S. Edition of The Economist | http://econ.st/k3eL5c

 

 

Jun 16th 2011 | AUSTIN |IN 1783 Noah Webster, a schoolteacher, published the first edition of his American spelling book. It would become a standard text in classrooms around the country, selling 60m copies over the course of the next century. Webster’s view was that the new country deserved its own approach to English, more accessible than the version it had inherited. For Webster and his followers, literacy was a democratic goal as much as a pedagogical one.

It all helps>>

That vision of public education is a compelling one, although America has often fallen short in its pursuit of the ideal. This makes it troubling that many cities and states, struggling to make up budget shortfalls, have put schools on the chopping block. In Texas, for example, legislators expect $4 billion in cuts for schools over the next two years, a 6% decrease from the state’s projected funding formulas for 2012. The state convened a special legislative session to hash out the details, after a Democratic state senator filibustered the legislation in the regular session.

The cuts are also meeting resistance from pupils, teachers and, in some cases, the courts. In Los Angeles the teachers’ union voted in favour of salary cuts, an effort to save jobs. Republicans in Michigan have complained that they are getting emotional letters from kindergarteners. Last month a New Jersey judge issued a report declaring that 36% of the state’s schools are inadequately funded, given the obligations laid out in the state constitution—so Governor Chris Christie’s budget for the current fiscal year, which would cut $800m, should not have passed muster.

Despite these efforts, most states will see at least some cuts, adding up to billions of dollars around the country. These will come from thousands of minor economies, which will be readily apparent when schools reopen in the autumn—among those that do reopen, that is. Classes will be more crowded, school-bus rides longer. Baseball may be cut to keep football going. Latin will be even rarer—and forget about adding Mandarin this year.

Some schools are now charging fees for certain classes or activities, a startling trend that violates some basic ideas about what public schools are supposed to do. The idea of asking people to chip in for schools is not unprecedented, but it is usually a bit more subtle. Elementary-school teachers ask their pupils to buy school supplies; high-school students sell cupcakes and wash cars to raise money for the prom. Parents may supplement a child’s education with extra services—a tutor, a week at lacrosse camp, a second-hand car, a new silver trumpet rather than the borrowed cornet, glottal with generations of spit. Asking pupils to pay fees for core activities or classes seems much worse. These services may be for individual students, but public schools are a public good.

Projected cuts around the country will bring forward some deeper questions about school finance. As it is, Americans already pay for public schools by virtue of where they live; schools are partly funded by property taxes. The richer the parents, the better the schools, or at least better resourced. That is a fundamental inequity of the American system, not a new one.

A broader question is whether money is the best way to improve schools. A 2008 study from the Centre on Reinventing Public Education at the University of Washington found that spending on schools, adjusted for inflation, increased by 29% between 1990 and 2005, without a commensurate gain in pupil achievement. Better strategies may not be more expensive. The cuts may force states to think creatively. That would be some consolation.

Crescendo Charter Schools: LA SCHOOLS CHIEF DROPS CHARTER-REVOCATION PROCEEDING AGAINST SCHOOLS IN CHEATING SCANDAL

CHRISTINA HOAG  Associated Press | http://bit.ly/mBosVj

Posted: June 21, 2011 - 5:12 pm - LOS ANGELES — Six Los Angeles charter schools have been allowed to remain open because of reforms following a state test cheating scandal involving teachers and principals.

Los Angeles Unified School District Superintendent John Deasy told the Board of Education on Tuesday that he halted charter-revocation proceedings against Crescendo Schools because they have implemented sufficient safeguards to prevent future cheating violations.

Parents erupted into cheers as he announced his decision.

Crescendo Schools operates elementary schools in low-income areas and is noted for an innovative music-math program.

In May 2010, the then-executive director showed an advance copy of state tests to principals, ordering them to direct teachers to quiz students based on actual questions on the tests. Two teachers reported the cheating to the district and the state invalidated the exam results.

 

Crescendo’s Defense: (Parker Hudnut, the addressee is no longer with the District)

Crescendo Charter Schools: Response to Notice of Violations

Crescendo Charter Schools: LAUSD MOVES TO CLOSE 6 CHARTER SCHOOLS AFTER CHEATING SCANDAL

Adolfo Guzman-Lopez | KPCC | http://bit.ly/m58j6b

image

timlewisnm/Flickr Creative Commons - L.A. Unified will dissolve six public schools operated by Crescendo Schools after administrators and teachers, following the instruction of Crescendo founder and executive director John Allen, were caught cheating on state exams.

 

6:31 a.m. | In an unprecedented move, the Los Angeles Unified school board is set to close down six charter schools involved in a test cheating scandal last year. The board’s convening a public hearing on the proposal today.

An L.A. Unified investigation found that John Allen, the founder of Crescendo Schools, directed school administrators to break seals on state standardized tests and prepare students for the questions.

The charter group’s board demoted Allen. That wasn’t enough for L.A. Unified’s school board; it directed school district staff to revoke the charters that allow the schools to operate. The board moved forward even after Crescendo’s board fired John Allen from the organization.

The six schools are located in South L.A., Gardena and Hawthorne. At a previous board meeting, Crescendo administrators and supporters told L.A. Unified’s board that closing the charter schools would punish the students, not the adults involved in the cheating.

Monday, June 20, 2011

FIGHT ENSUES OVER FACEBOOK MONEY FOR NEW JERSEY SCHOOLS + The Broad Connection

by Nancy Solomon NPR Morning Edition | http://n.pr/kQ15VQ

Listen to the Story [4 min 45 sec]

Newark Mayor Cory Booker and Facebook CEO Mark Zuckerberg  in Newark, N.J., last fall. Zuckerberg donated $100 million to improve local schools, but some are worried the money will be funneled to the wrong places.

Enlarge Gary He/insiderimages - Newark Mayor Cory Booker and Facebook CEO Mark Zuckerberg in Newark, N.J., last fall. Zuckerberg donated $100 million to improve local schools, but some are worried the money will be funneled to the wrong places. – smf: note banner for KIPP Charter Schools over Zuckerberg’s shoulder …can you say “Product Placement”?

June 20, 2011 - Nine months ago, Facebook founder Mark Zuckerberg announced a $100 million gift to improve public schools in Newark, N.J. The plan to spend the money is now taking shape, and a new superintendent is coming on board to lead the effort.

But in New Jersey, initial jubilation over the gift has turned into protests, suspicion and a belief that students will never benefit from the money.

Community Feeling Shut Out

Thousands of Newark residents turned up at school board meetings this spring to protest Mayor Cory Booker's reform agenda, most notably a plan to close underperforming schools and place charter schools alongside regular schools in the same building.

Web Resources

Video of Newark Advisory School Board meeting

Lucious Jones, a parent and PTA member, attended one of those meetings.

"Folks are having an issue with the transparency, and they're having an issue with trust," Jones says.

Jones says Mayor Booker's reform plan was presented fully formed, without involving parents.

"There's been no community meetings. There are parents, there are community people who really want to be involved — they want to be in on the ground floor," he says. "We want to see community schools. We want to see functioning traditional public schools."

Privatizing Education?

People are also suspicious about who is making the decisions and whether they stand to profit. First, there's Chris Cerf, the new acting state commissioner of Education, who ultimately has control of Newark's schools because New Jersey took them over in 1995.

Newark Mayor Cory Booker, right, talks to community organizers after announcement of the Newark Public School chief in May. The organizers asked the mayor why the community wasn't invited to participate in the selection process.

Enlarge Julio Cortez/AP - Newark Mayor Cory Booker, right, talks to community organizers after announcement of the Newark Public School chief in May. The organizers asked the mayor why the community wasn't invited to participate in the selection process.

Cerf is a founding partner in a firm that consults with school districts, including Newark. Now he sits on the board of the Foundation for Newark's Future, which was created by the mayor to double the Facebook gift and make the grants. The donors are venture capitalists, hedge fund managers and technology billionaires. Another board member works for Goldman Sachs, which donated to the foundation and also invests in for-profit education companies.

Paul Trachtenberg, a professor of education law at Rutgers, says it gives too much control of public institutions to private donors.

"It's driven by corporate notions of how one might run an efficient system of schooling — not really by focusing professionalization of education, but rather the reverse, of de-professionalizing the schools and assuming that if you're successful as a corporate manager, you can run a school system," Trachtenberg says.

A few days after Trachtenberg made these comments, Gov. Chris Christie announced he would hand over the operation of five under-performing schools in Camden to private companies. Trachtenberg says he fears Newark is headed in the same direction — privatizing education through charter schools and for-profit school operators.

Mayor Promises Money Isn't for Charter Schools

But Mayor Booker disagrees.

"That's a horrible characterization, frankly," Booker says. "The focus of the Zuckerberg grant is not to fund charter schools, it will be going towards traditional district schools, so that's just a falsehood."

Booker says he intends to focus on extending the school day and shortening the summer break. He also wants to focus on hiring quality teachers, providing better training for the teachers already in Newark, and reducing administrative staff and regulations.

"We want to make our principals real school leaders and instructional leaders by liberating them from a lot of the compliance of a huge central bureaucracy," Booker says. "So this is some of the things we know we're going to be doing — focusing on the classroom, focusing on teachers, focusing on independence and autonomy in schools, but at the same time focusing on higher levels of accountability."

Long-time Supporters Dubious

So the mayor may prove to be absolutely right, he may prove that the ideas he has are the ones we've been waiting for, but poor me, I just don't think so.

- Reverend Bill Howard, Bethany Baptist Church

The mayor says he's planning to add more community representatives onto the board, but so far, he's failed to convince some of his long-time supporters, including the Rev. Bill Howard at Bethany Baptist Church.

"So when I say to him, 'Talk to educators,' he's says to me 'I'm talking to the educators!,' except I can't meet any he's talking to," Howard says. "He's asked me who he should talk to and I've recommended people. They haven't heard from him yet. So the mayor may prove to be absolutely right, he may prove that the ideas he has are the ones we've been waiting for, but poor me, I just don't think so."

Howard's church is home to a successful charter school, but he's concerned that too many privately-operated schools will ultimately undermine the public school district. He says much of the promise of school reform in Newark will depend on how quickly the mayor can build bridges in a community that is feeling a lot more suspicion than hope.

Related NPR Stories

 

TRANSCRIPT:Heard on Morning Edition

June 20, 2011 - RENEE MONTAGNE, host:

And now, to a story of a helping hand from another young star. Last fall, Facebook founder Mark Zuckerberg announced a $100 million gift to improve public schools in Newark, New Jersey. Since then, other donors have pledged tens of millions in matching funds. The plan for how to spend the money is now taking shape, and a new superintendent is coming in to lead the effort to reform the city's schools. But as Nancy Solomon reports, the huge infusion of money from private sources has fueled fears that New York's public school system will be privatized.

(Soundbite of applause)

NANCY SOLOMON: Thousands of Newark residents turned up at school board meetings this spring to protest Mayor Cory Booker's reform agenda, most notably a plan to close underperforming schools and place charter schools alongside regular schools in the same building.

Unidentified Man: You can have your charters but never cross the doorway of our public schools. Take your pound of flesh.

(Soundbite of cheering and applause)

Mr. LUCIOUS JONES: Folks are having an issue with the transparency. And they're having an issue with trust.

SOLOMON: Lucious Jones, a parent and PTA member, says Mayor Booker's reform plan was presented fully formed without involving parents.

Mr. JONES: Theres been no community meetings. There are parents, there are community people who really want to be involved. They want to be in on the ground floor. We want to see community schools. We want to see functioning traditional public schools.

SOLOMON: People are also suspicious about who is making the decisions and whether they stand to profit. First, theres Chris Cerf, the new Acting State Commissioner of Education, who ultimately has control over Newarks schools because New Jersey took them over in 1995. Cerf is a founding partner in a firm that consults with school districts, including Newark. Now he sits on the board of the Foundation for Newarks Future, created by the mayor to double the Facebook gift and make the grants.

The donors are venture capitalists, hedge fund managers and technology billionaires. Another board member works for Goldman Sachs, which donated to the foundation and also invests in for-profit education companies.

Paul Trachtenberg, a Rutgers professor of education law says this gives too much control of public institutions to private donors.

Professor PAUL TRACTENBERG (Education Law, Rutgers University): It's driven by corporate notions of how one might run a more efficient system of schooling, not really by focusing on professionalization of education. But rather, the reverse of de-professionalizing the schools, and assuming that if you're successful as a corporate manager, you can run a school system.

SOLOMON: A few days after Tractenberg made these comments, Governor Chris Christie announced he would hand over the operation of five underperforming schools in New Jersey to private companies. Trachtenberg says he fears Newark is headed in the same direction, privatizing education through for-profit school operators and charter schools.

Mayor CORY BOOKER (Newark, New Jersey): I think thats a horrible characterization, frankly.

SOLOMON: Newark Mayor Cory Booker.

Mayor BOOKER: The focus of the Zuckerberg grant is not to fund charter schools. It will be going towards traditional district schools. So that is just a falsehood.

SOLOMON: Mayor Booker says he intends to focus on extending the school day and shortening the summer break. He also wants to focus on hiring quality teachers, providing better training for the teachers already in Newark, and reducing administrative staff and regulations.

Mayor BOOKER: We want to make our principals real school leaders and instructional leaders by liberating them of a lot of the compliance of a huge central bureaucracy. So this is some of the things we know were going to be doing: focusing on the classroom, focusing on the teachers, focusing on independence, on autonomy of schools. But at the same time, higher levels of accountability.

SOLOMON: The mayor says hes planning to add more community representatives onto the board. But so far, hes failed to convince some of his long-time supporters, such as Reverend Bill Howard at Bethany Baptist Church.

Reverend BILL HOWARD (Pastor, Bethany Baptist Church): So when I say to him, talk to educators, he's says to me: I'm talking to the educators, except I can't meet any he's talking to.

(Soundbite of laughter)

Rev. HOWARD: You know, he's asked me who he should talk to? I've recommended people. They haven't heard from him yet. So the mayor may prove to be absolutely right. He may prove that the ideas he has are the ones we've been waiting for. But poor me, I just don't think so.

SOLOMON: Howards church is home to a successful charter school, but hes concerned that too many privately operated schools will ultimately undermine the public school district. He says much of the promise of school reform in Newark will depend on how quickly the mayor can build bridges in a community that is feeling a lot more suspicion than hope.

For NPR News, Im Nancy Solomon.

MONTAGNE: You're listening to MORNING EDITION from NPR News.

 

2cents smf ON BACKGROUND: Blogger Brotherderick writes of new Jersey City superintendent Cami Anderson “Anderson’s career in education includes ten years as a theatre, Montessori, and public school teacher, five years as Executive Director of Teach For America - New York where she increased funding by over 300 percent, and three years as Chief Program Officer for New Leaders for New Schools where she managed the design and implementation of the national aspiring principal's program. In addition to serving as a management consultant to both national and international nonprofits and political organizations, Anderson was the Director of Policy and Strategy on (Newark Mayor) Cory Booker's mayoral campaign. The real beauty is teach for america teachers only stay for two years,no tenure,little pay,no pension.”

connecting the dots:

STORY(from New Leaders for New Schools) : Eli Broad cites NLNS as successful investment amidst mixed results
In a guest column reflecting on his investments in school leadership, Eli Broad of The Broad Foundation says that New Leaders for New Schools is one of two investments he has made with good results - and that his foundation is supporting our efforts to identify what it takes to develop a consistently high-quality principal corps.
Read more...

STORY: Eli Broad, others pledge $100 million to Teach for America ...Jan 27, 2011 ... Philanthropist Eli Broad and three other donors announced Thursday a $100-million endowment to make Teach for America a permanent ...
latimesblogs.latimes.com/.../teach-for-america-endowment-eli-broad.html
-

STORY: Teach For America Announces New Members Join Its Board File Format: PDF/Adobe Acrobat - The following individuals round out Teach For America's board: Eli Broad ...
www.teachforamerica.org/.../052004_New_Ntl_BdDirectors_000.pdf -

STORY from TFA: Press Release - Teach For America Announces Endowment With ...Jan 27, 2011 ... The Eli and Edythe Broad Foundation was the first philanthropic organization to commit to the endowment fund with a pledge of $25 million ...www.teachforamerica.org/newsroom/.../012011_Endowment.Release.htm

 

New Newark schools superintendent discusses first day, school consolidation plan

By Victoria St. Martin/The NWEARK Star-Ledger | http://bit.ly/j9o2dF

camianderson.JPGAlexandra Pais/Special to The Star-LedgerCami Anderson takes questions during a press conference with Gov. Chris Christie where she was formally nominated to be Newark's next superintendent at Science Park High School in Newark last month.

Monday, June 13, 2011, 8:53 PM - NEWARK — She played with colored blocks and helped a kindergartner put together puzzles about the numbers four and seven.

But during her first solo press conference as superintendent of Newark Public Schools today, Cami Anderson had a no-nonsense attitude. In fact, she wanted to finish up things quickly.

"It’s my first day and I have lots of stuff to do," said Anderson, minutes after visiting a class at BRICK Avon Academy.

Anderson said she toured three schools on her first day, and plans to visit more this week. Her goal, she said, is to get to know all principals in the system and to "walk in their shoes."

She also said she plans to attend parent forums, and spoke briefly about a new plan to consolidate a few system schools, saying the move will save the district $4.1 million in facility operating costs next year.

"I think this is a real win for us," she said of the plan, which proposes consolidating five schools and creating four high schools and opening or expanding seven new charter schools inside existing city schools.

"The more money we can save … the more likely we are to do other things," she said.

Anderson, who added "I know it can work," said the district will hold meet-and-greets for the school communities where schools will be consolidated.

Ras Baraka, councilman for the city’s South Ward and principal of Central High School, also held a press conference today about the findings of a council committee that examined education reform for the city. The conversation soon turned to the new superintendent and the district’s new plan, and Baraka was quick to voice his discontent.

"Of course it’s going to save money, but at what expense," said Baraka, who said he has an upcoming meeting with Anderson at Central. "These decisions are being made about money and space, and not about education.

"It’s not about school reform, it’s about economic reform. Sometimes you’re not going to be able to save money — education is expensive and ignorance is even more expensive."

Principals+Administrators: WHAT SCHOOL LEADERS CAN DO TO INCREASE ARTS EDUCATION – effective no+low cost strategies for high quality arts ed

Arts Education Partnership

http://bit.ly/lfMOAZ

 

 

AEP_Principals-brochure-cover-small As the top building-level leaders, school principals play a key role in ensuring every student receives a high-quality arts education as part of a complete education. In a time of shrinking budgets and shifting priorities, what can school principals do to make and keep the arts strong in their schools? This guide, prepared by the Arts Education Partnership (AEP) with support from the President's Committee on the Arts and the Humanities (PCAH) offers three concrete actions school principals can take to increase arts education in their schools. Each action is supported with several low-cost or no-cost strategies that other school leaders have used and found to be effective. While many of the strategies are drawn from elementary schools, they are likely to be applicable in a variety of grade levels.
Order This Publication Now
Download Free PDF Version

Action Alert: H.R. 1891 WOULD PERMANENTLY ELIMINATE FEDERAL ARTS EDUCATION PROGRAMS / HOUSE PANEL VOTES TO ELMINATE ARTS EDUCATION

 

California Alliance for Arts Education Action Alert | National Assembly of State Arts Agencies Legislative Alert| http://bit.ly/k7JABD

Mon, Jun 20, 2011 1:30 pm - After a contentious battle over the federal budget this Spring, lawmakers reached a compromise which, thanks to the strong, steady lobbying efforts of arts advocates, included funding for both the NEA and Arts Education programs.

But now, arts education programs are threatened by a new piece of federal legislation, the “Setting New Priorities in Education Spending Act” (HR 1891), which calls for the elimination of 43 existing federal education programs, including Arts in Education.

Oppose HR 1891

This bill is more serious than the annual funding measures that threaten to de-fund arts education because it would permanently strip policy language from the Elementary and Secondary Education Act (ESEA).

The full House of Representatives may vote on HR 1891 prior to their August Congressional Recess. Visit Americans for the Arts Action Center, where you can send a customizable message to your Member of Congress opposing this bill.

Send a Message Today

 

National News

House Panel Votes to Eliminate Arts Education
The House Committee on Education and the Workforce, with authorizing jurisdiction over the Elementary and Secondary Education Act (ESEA), passed a bill to eliminate the U.S. Department of Education's Arts in Education program, which provides support for competitive grants to promote innovations in arts education. The Setting New Priorities in Education Spending Act (H.R. 1891), introduced by Rep. Duncan Hunter (R-CA) would eliminate some 40 education programs identified as "inefficient and unnecessary." There is no word on when the bill might go to the House floor for a vote. Learn more and stay tuned.

 

Blue Line

National Assembly of State Arts Agencies

Legislative Alert

Blue Line

House Panel Votes to Eliminate Arts Ed; Prospects Uncertain
May 26, 2011
From: Thomas L. Birch, Legislative Counsel
Vol. 18:11
On Wednesday, May 25, the House Committee on Education and the Workforce, with authorizing jurisdiction over the Elementary and Secondary Education Act (ESEA), passed on a strict party-line vote a bill to eliminate the U.S. Department of Education's Arts in Education program, which provides support for competitive grants to promote innovations in arts education.
The Setting New Priorities in Education Spending Act (H.R. 1891), introduced by Rep. Duncan Hunter (R-CA), chairman of the Subcommittee on Early Childhood, Elementary and Secondary Education, would eliminate some 40 education programs identified as "inefficient and unnecessary."
An amendment to the bill, offered by Rep. Rush Holt (D-NJ), aimed to restore funding authorization for the arts education program and a handful of others such as language education, teaching of "traditional American history" and economic education. It failed to pass, on a party-line vote as well.
There is no word on when the bill might go to the House floor for a vote, or what its prospects might be in the Democrat-controlled Senate. Much of the legislative activity this year on Capitol Hill has revolved around legislation passed by the Republican majority in the House and rejected—or ignored—by the Democratic majority in the Senate.
The bill sponsored by Hunter was presented as the committee's debut effort in reform of ESEA. In fact, the measure has little to do with reform, failing to address concerns raised by Republicans as well as Democrats since the enactment of the No Child Left Behind Act. The serious consideration of reforming federal education policy remains in the future.

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About NASAA | About State Arts Agencies | Member Benefits | Contact NASAA
National Assembly of State Arts Agencies
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202-347-6352 | fax: 202-737-0526 | TDD: 202-347-5948 | nasaa@nasaa-arts.org
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fyi/off topic: BILLIONARE ELI BROAD WANTS MORE OF YOUR CASH TO BUILD SHRINE TO HIMSELF

By Dennis Romero/LA Weekly informer blog |http://bit.ly/mKoTy7

Tue., Jun. 14 2011 at 12:42 PM - Mama always said the rich don't get that way by spending money.

She was right, of course. L.A.'s second-wealthiest man, Eli Broad, has made an art of using OPM (other people's money) to erect a shrine to himself -- a Grand Avenue museum and office -- downtown.

First he got $52 million of your money to build a parking garage for his art and offices (at a time when the city is cutting back on police -- although this cash comes from a separate, "redevelopment" fund). And now ...

... Eli would like you to invest in his museum.

According to the Bond Buyer (via LA Biz Observed), Broad is floating $150 million worth of bonds that he would like you to buy in order to fund his art building, much of which will be private offices for his nonprofit foundation.

He'll pay you back, of course (at a reported rate of $12 million a year), as the gift shop money comes rolling in.

The point is that Broad won't have to front too much of his own substantial cash here. And for a guy worth around $6 billion, $200 million or so to build a museum (to house his art and office) is pocket change.

But why scramble for the bill when you will? Happy investing.

 

Related Content

WHY LOS ANGELES SCHOOLKIDS GET LOUSY MEALS

by Gendy Alimurung/ photos by GREGORY BOJORQUEZ | LA Weekly | http://bit.ly/iU6oAi

 

a parent from Central HS#9, the soon-to-be Ramon Cortines High School for the Visual and Performing Arts, writes 4LAKids:


This is a MUST READ!

Kids don't have enough time to eat at LAUSD schools, tens of thousands of kids don't bother standing in line to get their 77 cent meal.  The school day needs to be extended to give kids a decent chance to eat.  Duffy (formerly) of the teacher's union says says the contract won't prohibit it (he's probably lying, but let's call the union on this).  As a pilot school we can do this... our kids need a chance to eat a meal.

 

Thursday, Jun 16 2011 - At 12:33 p.m., the lunch bell rings at Los Angeles High School. Moments later comes the stampede. Kids — 2,000 of them — burst through the cafeteria doors, pushing and shoving, funneled through the serving area like ants in an ant farm.

Among them is Stephanie Hernandez. It's her first day here at the city's oldest public school. She is 17, pretty with long black hair, and as a junior enrolled in the math and science magnet program she spends the entire day on the third floor, away from "the kids who tag and the kids who ditch." The cafeteria, unfortunately, is on the first floor. By the time Hernandez hefts her books and races downstairs, the lunch line is enormous. By the time she gets within arm's reach of the food itself, the bell signaling the end of 30 minutes rings.

Lunch is over. Her empty stomach growls. That afternoon, she can't concentrate.

At home, her dad urges her to try again. He's a single father, an electrician, and his income qualifies her for a free, federally subsidized school lunch.

So she tries again ... and fails. Same the next day. And the next.

Her friend Jose Anaya doesn't even bother with the line. It's ridiculous. Besides, he won't eat the food.

"They're like lethal weapons," he says of the stiff, cold french fries. Like dozens of other kids, he buys contraband muffins from a Spanish teacher, Mercedes Salvador, who buys them in bulk from Costco and parcels them out for a buck, then reinvests the profits in more food.

It's against LAUSD rules to sell to students, and she's been warned. But if she stops, kids go hungry. She can't afford hungry, distracted students, since her teaching is being judged on test scores. It's a Sophie's Choice played out in snack foods.

Across town, at Wilson High School in El Sereno, 17-year-olds Xotchil Lopez and Dinah Aruncion are trying to eat healthier. Though Aruncion wants to lose weight, she's looking at a Los Angeles Unified School District pepperoni pizza for lunch. It's actually a nutritionally modified pizza, 280 calories a slice. But Aruncion doesn't know that because the district doesn't tell kids the nutritional value of food. To her, it might as well be Domino's.

Lopez aspires to veganism but refuses the vegetarian sweet-and-sour meal that the district has painstakingly taste-tested some 30,000 times. The school district says it's one of the most popular items. But Lopez sees it as "disgusting."

This, then, is lunch in Los Angeles public schools: impossibly short lunch breaks, processed food, unappetizing meals. Even the nutritious items can look so unappealing that kids pass them up.

Seventy-five percent of the students in LAUSD come from homes with incomes below the federal poverty level. To many of them, any food — even school food — is better than nothing. Yet parents have long been irate over the quality of food at school breakfasts and lunch. Many have fought for years for improvements — and the district has made some big, worthwhile changes.

LAUSD administrators say other school districts look to Los Angeles with admiration, asking, "How do you do it?" How do you feed 671,648 kids 180 days a year — 121 million meals in all — for only 77 cents a meal? Truly, it's a Herculean task. But it has not been enough.

Critics continue to ask a simple question: Why can't the district provide appetizing, nutritional meals, cooked on-site, and give students enough time to eat? As Emily Ventura, social action chairwoman of Slow Food L.A., the nonprofit organization dedicated to promoting fair food production and consumption, says: "A protein, a vegetable, a carbohydrate, a piece of fruit and a glass of water. How hard is that?"

The answer is that the lunch program of the nation's second-largest district has deep and intractable problems. Hunger and obesity coexist. Misperceptions abound — about what the district thinks kids won't eat, about what food advocates think the district thinks, about what parents believe kids are eating, about what kids actually will eat. School principals beg the district to stop sending them grapes because there aren't enough janitors to sweep the floor after lunch period is over. Well-meaning teachers violate district rules by selling food to hungry students for pennies on the dollar.

As David Binkle, deputy director of food services at LAUSD, says, "The school lunch program is the greatest hidden treasure in America. The problem is, it's broken."

And the problem is that there isn't just one problem. There are many.

 

The Newman Center, where all school food is processed for LAUSD
The Newman Center, where all school food is processed for LAUSD
The Newman Center, where all school food is processed for LAUSD
The Newman Center, where all school food is processed for LAUSD
Carmen Joseph buys food at the Santa Monica farmers market to help her teach students how to eat healthy.
Carmen Joseph buys food at the Santa Monica farmers market to help her teach students how to eat healthy.
A recent lunch at Wilson High School in El Sereno
A recent lunch at Wilson High School in El Sereno
A recent lunch at Wilson High School in El Sereno
A recent lunch at Wilson High School in El Sereno
A recent lunch at Wilson High School in El Sereno
A recent lunch at Wilson High School in El Sereno
Matt Sharp
Matt Sharp
Dennis Barrett and David Binkle at Bravo Magnet High School cafeteria 
Dennis Barrett and David Binkle at Bravo Magnet High School cafeteria
Jennie Cook and Emily Ventura
Jennie Cook and Emily Ventura
Nicola Edwards
Nicola Edwards
The Newman Center, where all school food is processed for LAUSD The Newman Center, where all school food is processed for LAUSD - ALL PHOTOS BY GREGORY BOJORQUEZ

Bad and Ugly

The national school lunch program was created after World War II to alleviate childhood hunger. Today, many school districts manage to provide meals that are both appetizing and nutritional, often cooked on-site. However, those meals are found mostly in school districts with more money to spend per meal than L.A. Unified has.

The current state of LAUSD's facilities makes the job of feeding kids especially onerous. Schools do not prepare meals from scratch on premises. Knives are not allowed in kitchens. Hot water is verboten. Cafeterias have only warming ovens and shelves with heat lamps.

To save money, in the late 1970s, the district began preparing meals at a central processing center. From there, the meals are sent out to schools where part-time cafeteria workers reheat and serve them. That is cheaper than hiring kitchen staffs at individual schools. Plus, most schools don't even have kitchens. At the 15 percent to 20 percent that do, the kitchens are old and aren't built to modern food-service code.

District officials argue that their meals are nutritional and, according to taste tests by students, appetizing. Sitting at a conference table on the 28th floor of LAUSD headquarters downtown, Food Services Director Dennis Barrett bristles at the idea that lunches aren't healthy. "Maybe somebody didn't heat it all the way through," he concedes. "But the nutritional content? We'll stand behind it 100 percent."

As required by federal law, L.A. Unified's meals do provide the recommended dietary allowances for specific nutrients: vitamins A and C, calcium, iron, and so on. The meals also comply with the U.S. Department of Agriculture's dietary guidelines, although not the current guidelines, issued last year. Instead, the district is following 2005 guidelines.

Yet the issue isn't as simple as meeting those minimums. Doing so does not ensure that food is healthy overall. Indeed, LAUSD's current menu is schizophrenic. The beef corn dog might be prim and proper with 6.2 grams of added sugar, but the orange chicken bowl with brown rice clocks in at a hefty 31.5 grams of sugar, almost as much as a can of Coca-Cola.

Moreover, the district does not cap overall sugar content. High sugar consumption, we now know, is correlated with obesity. The World Health Organization says no more than 10 percent of the day's calories should come from sugar; that means 50 grams total for a 2,000-calorie diet.

The wide variety in menu selections means LAUSD kids can easily select à la carte meals that blast past most definitions of healthy eating, assembling meals high in sugar and sodium without realizing it.

For instance, the coffee cake, a student breakfast favorite, packs 36 grams of added sugar. (Food Services' Binkle says, "We were practically lynched when we tried to take it off the menu.") Add in 29 grams of sugar from fruit punch, and kids are sucking down 65 grams of sugar in a single meal.

It's a similar grim tale with sodium. Six years ago, the USDA dietary guidelines advised a maximum 2,300 milligrams of sodium a day, averaged over a week. The agency has since cut the limit to 1,500 mg a day.

Here's how that applies in LAUSD. Over the course of five recent days, students at Los Angeles High School were given menu offerings of an orange chicken bowl (1,120 mg), followed the next day by a cheese sandwich with chicken noodle soup (2,226 mg), then by meat and cheese sauce (1,217 mg), then a deli turkey sub (958 mg) and, finally, a kung pao chicken bowl (602 mg). Wash each main dish down with two cartons of 1 percent white milk (150 mg each) and kids are consuming a daily average of 1,525 milligrams of sodium. For lunch alone.

Ventura, a former nutrition educator at LAUSD, says Binkle once told her: "You have to recognize the food they're getting at school is so much better than the food they're getting at the liquor stores, or fast food, or at home."

"You may be right, David," she replied, "but just because one thing is relatively better than the other doesn't mean it's good. If you want to be a nutritional leader, be a nutritional leader. Don't be slightly better than the worst."

To Jennie Cook, co-founder of nonprofit group Food for Lunch, which advocates fresh, whole foods at schools, the real devil is processing. "Processed food creates compulsive eaters," says Cook, a nutrition activist who started Food for Lunch with pediatrician Rebecca Crane. "It creates sugar addictions. It creates allergies and histamine reactions."

In fairness, the district has been ahead of the curve in certain respects. In 2005, Los Angeles Unified made headlines by banning sodas and chips. This change — the single most important one in LAUSD's food quality in the past decade — was pushed through by then–board member Marlene Canter, who had spoken with a neighbor, pediatric endocrinologist Fran Kaufman, author of the book Diabesity. Kaufman told Canter the district needed to stop selling sodas in school vending machines.

Since then, LAUSD also has eliminated many of the worst offenders in school food — MSG, palm oils, trans fats — and introduced whole wheat, brown rice and vegetarian entrées.

The district also has created healthy versions of some of the typically least healthy fast-food meals. A corn dog on LAUSD's menu isn't your average corn dog — even if few students know it. Burritos, chicken wings, hamburgers, even french fries have been nutritionally modified into healthier versions of traditionally unhealthy foods. Fast food, the rationale goes, is what kids crave. So give it to them. But sneak in the healthiness.

School district food officials say their biggest challenge is to produce healthy food that is both cheap and appealing to students. Healthy meals do no one any good unless they are being eaten. One main element of the district's approach is to give students a number of menu choices each day.

To Cook, Ventura and others, those choices are a big part of the problem. Kids can mix and match, with the result being unhealthy meals. Ventura would rather see a single "grown-up" meal done well, and she could do without the "potato smiles," "cucumber coins," "breakfast surprises" and other items with gimmicky names.

To make processed food appetizing, school officials have an elaborate system for taste-testing, serving each dish to thousands of students and asking their opinions.

Take hummus. Studies show that kids will eat what they've been taught to eat and that it takes from 10 to 50 exposures before they'll accept a new food. Nutrition activist Matt Sharp of California Food Policy Advocates says that kids in Marin County, for instance, ask for hummus and lentils. It's what they're eating at home. It's what they've been eating since they were 3 or 4 years old.

LAUSD, however, didn't budge on hummus. "We've tested hummus six different times with children," Food Services Director Barrett says. "They've rejected it. We've even tried flavored hummus. They just don't like that texture in their mouth in Los Angeles."

Same with yogurt. "We brought up plain yogurt," Cook says of her last encounter with LAUSD administrators. "They looked at us like we wanted to serve cow eyeballs to the kids."

Ventura says the district could "make the plain yogurt work if you pair it with a fruit side, or granola. They were trying to put it with things that just won't work, like a hard-boiled egg. If you come into it with negative energy, like, 'Here's this gross plain yogurt,' they're not gonna like it. I could get them into plain yogurt, no problem. You have to have an enthusiastic person who's eating it with them."

Aside from that, many parents would like to see the district tell kids what they are eating, and educate them. As the argument goes, kids don't have to choose the unhealthy stuff. They might eat better if they were taught how to do it.

But the district does little to educate students. Signs on the wall above heating trays at Los Angeles High School proclaim: "Apples are made of 25 percent air, that is why they float," and "Most consumed vegetable in the U.S. = potato." That's not education, it's trivia.

Absent any attempt to inform students, the district is left to cater to their whims and often bad eating habits. "They're learning that french fries are served in school, therefore they must be good to eat," Sharp says. "They're not skipping one food one day to eat something else. They're just eating all of it all of the time."

Everyone who delves into the world of school food eventually hits upon a basic tension: Should the food reflect America, or lead America? LAUSD's menu of frozen, heat-and-serve meals is largely reflective of eating habits.

"In terms of the general dietary habit of pizza for lunch, or a 24-pack of nuggets at Mickey D's for dinner, LAUSD is not challenging the dominant eating culture," Sharp says.

77 Cents a Meal

The question most often asked by parents the Weekly spoke to for this story was this: "Why only 77 cents on food?" Why does the district spend just 77 cents per meal when the superintendent makes $275,000 a year with a company car and a driver? (New Superintendent John Deasy would have made $330,000 but he turned down the $55,000 raise from his old deputy position, given the district's dire financial straits.)

"Could the district choose to spend more on a meal?" asks Barrett. "Yes, they could. If they had it. They don't have it."

In truth, the district spends a total of $2.49 per meal — and is reimbursed for it by the federal government. The $2.49 is based on what USDA economists estimate a healthy meal costs. But of that amount, just 77 cents goes to food. Why? First, subtract $1.42 for labor and benefits. Subtract 12 cents for supplies. Subtract 18 cents for operating expenses.

That leaves 77 cents.

In a comparison with 49 other large districts, Los Angeles spends at the very top of the heap on labor — twice as much as it does on food.

How did this happen? One big reason is that in 2007, the school board voted to give its 2,300 part-time cafeteria employees a fourth hour of work each day, up from three. The purpose was to qualify them for full health benefits — family medical, vision and dental. It was a huge win for organized labor, but it cost the already cash-strapped district $105 million over three years. Every penny paid for benefits is a penny not available for food.

"It's a perfect illustration of an unfair choice," Sharp says.

LAUSD is projecting a $408 million budget shortfall for next year. It plans to lay off 5,000 teachers and 2,000 support personnel come June 30 if the district doesn't receive more money from the state. In the last two years, the district has laid off more than 2,700 teachers, nurses, mental health counselors and librarians.

In this climate, is it any wonder that food quality suffers?

Meals served at LAUSD schools are assembled in a factorylike plant called the Newman Center, located east of downtown near USC's medical campus. The scene there is not Upton Sinclair's The Jungle by any means. But it isn't Martha Stewart, either.

Taste-testing at Newman is what passes for field trips in LAUSD these days. A hundred kids are bused to the center daily. They sit at 10 little tables, three kids each, three shifts per day. Master of ceremonies chef Mark Baida — gregarious, animated, the Willy Wonka of this surreal factory — teaches kids about the flavor points on a tongue. Today they're rating his chicken posole. Each item is tested 30,000 times. Is it too salty? Too sweet? Too spicy? It's dangerous to serve food that kids won't eat. Imagine the horror of buying 100,000 burritos that don't get consumed — or reimbursed. Baida doesn't want to hear "eeeww" or "nasty" or even "good," he says. Can anybody tell him why?

"Because it doesn't do anything for you?" says one third-grade girl.

"Gold star," Baida says. "I need you to help me help you."

His posole — hand-chopped chicken breast, lime, cilantro, red bell peppers, no added sodium, hominy "so white and clean" — is a success. Out of 40 kids, only four give it the thumbs-down. Their responses will be input into a database. This is cooking by committee.

Newman was built to process 8,000 meals a day. Today, it pumps out a staggering 250,000. Consequently, space is cramped and the name of the game is speed. Automation. Heat and serve.

"This facility was supposed to be one of many throughout the city," Binkle says with a rueful smile. "They never built the other ones. They didn't have the money."

Cook, of Food for Lunch, has a somewhat different view: "Instead of whole foods, they still have this antiquated idea that they should be serving a hot meal for 77 cents for breakfast and lunch. Why would they even think that's possible? At 77 cents a meal?"

No Time

Back at lunch at Los Angeles High, Stephanie Hernandez has learned a few lessons. Keep your meal ticket hidden so bullies don't jack it. Make friends with those who will save you a place in line. Create a distraction so the monitors don't see you do it. Let other kids at the back of the line be the ones running out of time.

All's fair in war and lunch.

Each LAUSD school works out its own daily meal schedule. The only requirement is that the last child in line must have 20 minutes to eat. That's a pipe dream.

The district, which serves a meal on average every 10 seconds, is perfectly aware that students don't get enough time to eat. Everyone, really, is aware of it — district administrators, principals, teachers, cafeteria workers, parents, the kids themselves. Yet the situation persists.

"Everybody's pointing the finger at someone else," says CFPA nutrition policy advocate Nicola Edwards.

"Kids get less time to eat because teachers want more time to teach," Binkle says. Teachers, Matt Sharp suspects, don't want to stay at school a minute longer than they already do.

Why doesn't LAUSD simply lengthen the school day to provide more time for students to eat?

"I've been asking that myself," Barrett says.

The district says the teachers union is responsible. "The length of the school day would need to be negotiated with the staff per their contract," explains Robert Alaniz, LAUSD director of communications. "Changing the length of the day changes their working conditions and is a negotiated item."

But the teachers union bounces responsibility right back to LAUSD: "This has nothing to do with the UTLA contract," counters A.J. Duffy, president of the United Teachers Los Angeles.

It's an endless game of pass-the-buck.

Here is another part of the problem: From 1992 to 2005, as a result of childbirth and immigration, the LAUSD school population increased by hundreds of thousands of students — to its current level of nearly 672,000.

Within such a system, things that should be simple become complicated.

Things like salad bars. What could be easier? Raw vegetables cut up. Dressings. Croutons. Serve yourself. But of the 1,092 LAUSD schools, kindergarten through 12th grade, only 35 have a salad bar.

"Salad bars sound wonderful," Binkle says. But to the district, they are a logistical nightmare. Kids touch the food, then put it back, causing contamination and sanitation issues.

Salad bars also require time — time for 1,000 kids in a line to make choices on each salad item, time to replenish the items, time to sit and chew. They might work somewhere like France, where kids get a minimum of an hour and a half for lunch — 30 minutes to eat, 30 minutes to play, then another 30 minutes to eat some more. Here in L.A., it's far easier to dole out a plastic-wrapped burrito you can hold with one hand and eat while walking down a hallway.

At one point, someone within the district created a handy Meal Period Calculator tool — an Excel spreadsheet, essentially. Type in the number of students at a school and it spits out how many windows and lunch periods the site should have. Currently, there is no requirement saying the tool should be used.

But imagine if each spring, when principals request approval for their next year's schedule, funding is denied unless the school uses the Meal Period Calculator to ensure kids have time to eat.

"We've been talking about this for four consecutive springs," Sharp says.

What has the response been?

"Well, the phone ain't ringing."

Angry Moms

A bunch of angry moms (and a few dads) are huddled together on a street corner downtown near LAUSD headquarters. It is Valentine's Day 2011. They are protesting sugary, flavored milk, which has been called "soda in drag."

Cook, Ventura, Sharp and others have carved an hour out of their Monday afternoon to storm the LAUSD Cafeteria Improvement Meeting. The district had asked Cook and Ventura to demonstrate parent support for removing sugar-laden strawberry and chocolate milk from menus — so here they are.

The women summon their network of angry moms. Maybe 50 show. However, celebrity chef Jamie Oliver, star of reality TV show Jamie Oliver's Food Revolution, arrives with cameras, which holds the promise of building more support.

"They say it's strawberry milk?" someone says. "Strawberries don't taste like that. We're teaching children that food should taste artificial. Why don't we give them real strawberries? And chocolate doesn't taste like that, either, by the way."

Cook grabs a plastic milk container and with a hearty "Get the jugs, people!" the group marches to LAUSD's front steps. One mom plays Def Leppard's "Pour Some Sugar on Me" on a boom box. Another mom, Diana Starr, passes around a photo of a typical LAUSD elementary school lunch — potato wedges, sweet-and-sour tofu chicken, frozen chocolate dessert, strawberry milk. Parents take turns getting indignant over it.

Their fury is for naught. The meeting can't be stormed. It's been canceled.

Such is the lot of the constantly rotating cast of angry parents trying to get answers and force changes in school meals. Parent after parent tells stories of banging on LAUSD's doors, eventually getting frustrated and giving up, only to be replaced by another generation of parents embarking on the same path.

A few days after the thwarted protest, the two head honchos of LAUSD Food Services, Binkle and Barrett, visited Starr's Lomita Magnet Elementary, where her 7-year-old son is a student and 57 percent of the students come from households with an income below the federal poverty level. Binkle and Barrett went to the school ostensibly to answer questions about the food. They showed up with a PowerPoint presentation.

"We could barely get a word in edgewise," Starr says.

After school, Starr and her friends are headed to McDonald's. The irony of the scene is rich: Moms sitting around a table at McDonald's, kvetching about lack of nutrition in school lunch.

On the table in front of Starr is the photo of the sweet-and-sour meal she brought to the milk protest. Administrators say that dish is one of their most popular. But kids at Starr's son's school cry when they see it, she says. They must cry a lot: Vegetarian Sweet & Sour with Brown Rice is on the menu every single day in both the elementary and secondary schools.

"We were watching the kindergartners open their lunches," Starr says. "Here's this little boy, we're talking freshly 5. And he's struggling with the plastic, picking it out of his mouth, trying to get to the pizza. Now think about the plastic. They heat it up. It's gonna seep into the food. It's so scary."

Starr recalls a PTA president who found many gorgeous fresh bananas in trash cans, thrown there by young kids who didn't know how to peel them. Eating bananas might be easier with mom or dad's help, but the district doesn't allow parents to sit with their own children during school meals.

Starr and her husband moved here from Seattle. She used to laugh at the "granola moms" up there, with their organic beef and cruelty-free eggs. But then one day she poked her head into the cafeteria at her son's school in L.A. They were serving a breaded chicken patty on a bun. No condiments. Milk. And potato wedges. "I said where's the freaking vegetable. And they said that is the vegetable."

She stopped letting him buy school food.

Stay-at-home mom Carmen Joseph once visited a New Orleans school that blew her mind. Kindergartners sat at round tables, eating salads, with pitchers of water and cups in the middle, and a parent to guide them. "They were the quietest bunch of kids I've ever seen."

Ereida Garcia's kids go to Wilson, but they've attended other schools. In San Diego, they had a burrito stand, a burger stand, smoothies and a large salad bar with fruits and yogurt. In Portland, Ore., the cafeteria ladies whipped up fresh pancakes for breakfast. Garcia herself is a Class of '91 graduate of Pasadena High School, which is not part of LAUSD. She took her kids on a tour of its cafeteria, which they promptly fell in love with. "Why can't we have that here?" Garcia asks.

Garcia fought hard during her daughter's first two years at Wilson, and tried in vain with 80 other parents to get a salad bar. When that didn't happen, they sold mangoes, oranges and cucumbers for $1 a bag, reinvesting the proceeds into school field trips or equipment. When kids couldn't get through the cafeteria line, the parents sold tortas with tomatoes, potatoes and meat for lunch at the school Parent Center. Administrators told them to stop, saying the food was a health hazard.

Garcia, like many other frustrated parents, no longer bucks the system. "I gave up," she says.

What's more, the charter school movement siphoned some 100,000 students away from LAUSD in the past decade, stealing some of the best soldiers in the good-food movement. The students who departed were from some of the most organized households, with the most involved parents. They were precisely the people most likely to be able to fight for better school food.

Cook and Ventura attended meeting after meeting over 18 months. "We have a highly evolved food services director in David Binkle," Cook says. "He's working on the Berkeley Eco Literacy program. He's up there writing food nutrition policy for them. And then he comes down here and gives our kids frozen, processed dog food in a different container and calls it lunch?

"It's not OK."

LAUSD says it is all about transparency. That is true in some respects, false in others. Nutritional content for each menu item, for instance, can be found on the district's website. But sugar isn't listed. Neither is sodium. No information on either is readily available to the public.

Also, the district canceled the Cafeteria Improvement Committee meetings in recent months, taking away the public's one regular, guaranteed opportunity to be heard. The district's explanation? It plans to institute an ad hoc advisory group less encumbered by formal procedure. These will be better for stimulating dialogue, the district says.

"You get half of an answer that stops you for a while," says Carmen Joseph. "It's like you're drinking the Kool-Aid. Dennis Barrett did that to me once. I was, like, 'Oh, some of the kids aren't even getting their lunch? Well, that's terrible.' That's Dennis' technique. Feel sorry for us. And it's a good technique. It does work."

Small Changes

In the Riverside Unified School District, east of Los Angeles, Nutrition Services Director Rodney Taylor takes students to the school garden to pick lettuce. "Then they go into the cafeteria and say, 'You see that lettuce? I grew that,' " Cook recalls Taylor telling her. "He said, it doesn't matter what time of the year it is, they'll say that's my lettuce. Even if their lettuce is long gone. You create ownership, you create desire."

Taylor's district has 250 schools. All have salad bars.

How did you get a salad bar in every school, Cook asked?

"One school at a time," Taylor told her.

At LAUSD dependent charter Canyon Elementary School, Carmen Joseph works with second graders in the school garden. She says she has seen kids eat stuff that would shock their parents. They made black bean corn salad with kale, and pumpkin cornmeal muffins with pumpkins from the pumpkin patch.

But LAUSD does not allow them to serve the vegetables or fruits grown in the garden in the cafeteria because it would compete with participation in the lunch program.

At Los Angeles High, Jose Anaya isn't scoring illegal muffins from his Spanish teacher anymore. Teacher Salvador is no longer dealing. A student chucked a pear at her from the third floor while she was standing in the courtyard during lunch. The fruit hit her in the head and sent her to the hospital with concussion. No one knows who the culprit was, or if it was a piece of fruit the teacher herself sold.

After long deliberation and pressure from activists, Superintendent Deasy recommended that Los Angeles Unified's Board of Education stop serving the high-sugar chocolate and strawberry milk, effective fall 2011. Deasy made the announcement with a grinning Jamie Oliver on late-night TV show Jimmy Kimmel Live. The board voted 5-2 Tuesday to stop serving chocolate or strawberry flavored milk with added sugar.

There's also a new menu. It's the first one Binkle, Barrett and chef Mark Baida have had under their complete control, they say, without having to honor past contracts, which are sunsetting this year. The new menu, to debut in the fall, is undergoing taste-testing at the moment. Items are still in flux. Thus far, "potato smiles" and Tater Tots are returning. Chicken nuggets are not.

Instead of processed reconstituted meat, there will be whole chicken breast served with dark green veggies and brown rice. Kids can expect to eat chef Baida's Vietnamese bánh mì. Quinoa and Israeli couscous and lentils are on the agenda, too.

And yes, even hummus.

Napoleon Dynamite: “Dude …got any ‘tots?”