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Findings&RecommendationsfromCommunityConversationsaboutChangingtheStudentAssignmentSystem

June2009

“Accesstoeducationalopportunityisthebiggestcivilrightsissueofourtime.”SFUSDSuperintendentCarlosGarcia.Throughoutthe2008‐2009schoolyear,acommitteeoftheSanFranciscoBoardofEducationhasbeenreviewingdatarelatedtostudentenrollmentandachievementastheyworktodesignanewstudentassignmentsystem.Manyparentsandcommunitymembersattendedthecommittee’spublicmeetingstoexpresstheirdesireforschoolsthatmeettheirfamilies’needs.MembersoftheParentAdvisoryCounciltotheBoardofEducationandParentsforPublicSchoolsparticipatedinthisprocessandnotedthat,overall,peoplespeakingoutatthemeetingsdidnotreflectthepopulationofourcity’spublicschools.Wedecidedtoreachouttohearfromthefamiliesofpublicschoolstudentswhodon’ttypicallyattendschoolboardmeetings,toensuretheirvoicesareincludedindevelopingthisimportantdistrictpolicy.ThePACandPPSworkedtogethertoconveneconversationsabouttheBoardofEducation’sgoalsforanewstudentassignmentsystem.DuringAprilandMay2009weheardfromover270people,mostofthemparentsofstudentsintheSanFranciscoUnifiedSchoolDistrict.Participantsreflectedabroaddiversityoffamiliesacrossdifferencesinlanguage,ethnicity,geography,culture,typesofschoolstheirchildrenattend,andsocioeconomicbackground.Thiswasnotthefirsttimewe’vetalkedabouttheseissues.Overthepastfiveyears,severaldifferentinitiativeshaveengagedourcommunitiesindiscussionsaboutstudentachievement,schoolassignment,andwaystoimproveourschools.In2007theSERRinitiativeengagedover900participantsinbroaddiscussionsaboutdecliningenrollment,people’shopesforschools,andthedistrict’sgoalsforstrategicplanning.TheSERRreportfocusedonwhatweheardincommonfrommanypeopleabouttheseissues.Thisroundofcommunityengagementwassmallerandmorefocused.Wefoundthatwhenweprobedmoredeeplyintoissuesrelatedtothestudentassignmentsystem,wehearddifferentthingsfromparentsindifferentcommunities.Thisreportnoteswhatfamiliesagreeon–butalsodescribestheperspectivesofpeoplefromdifferentcommunitieswhoparticipatedintheconversations.

CommunityConversationsaboutStudentAssignment‐June2009 Page2

Findings:WhatWeHeardaboutStudentAssignmentandStudentAchievement1. Onethingwasclearacrossthecity:everyonewantstheirchildrentohaveagood

education.Mostparentswouldlikeagoodschoolthat’sclosetohomeoreasytogetto–butthevastmajorityofthefamiliesweheardfromfeelthatchoosingaschoolthatworksfortheirchildrenismoreimportantthanhavingtheschoolintheirneighborhood.

2. Wefoundyoucan’tdiscussthestudentassignmentprocesswithouthearingconcerns

aboutaccesstogoodschools–thathavetalentedandcaringteachersandprincipals,solidacademicprograms,ampleenrichmentopportunitiesandasafeenvironment.

3. Familiesfromdifferentneighborhoods,ethnicities,cultures,andsocio‐economic

backgroundspointedoutthatifourschoolsweremoreequalinquality,wewouldn’tspendsomuchtimetalkingaboutstudentassignment.Mostparentssupportthedistrict’sgoalsforequityandendingtheracialisolationofstudents,butalsopointedoutthatthestudentassignmentsystemitselfisnotgoingtoclosetheachievementgap.

4. Parentsagreedthatthecurrentstudentassignmentsystemisdaunting.Eventhough

76%oftheparticipantsgotaschooloftheirchoice,acommonfeelingexpressedisthatthesystemisbrokenand“noonegetstheirchoice.”

5. Anothermajorconcernwaslackofcommunicationfromthedistrict–abouttheir

children’sschools,explainingchangestodistrictpolicies,andhowtheycanbeinvolved.Parentswhodon’tspeakEnglishfacesignificantadditionalchallengestryingtolearnaboutschoolsandhowtosupporttheirchildren’seducation.

Choosingaschoolthatworksforyourfamily.“Localchildrenshouldbeabletogetintotheirneighborhoodschool.”ParentintheSunset.“Evenifitwouldbeeasier[withaschool]closetowherewelive,wedon’twantittobeawasteoftime–wewantthemtolearnthemost.”ParentataMarinaelementaryschool.“Kidsneedabetterenvironmentandeducationtogrow.Iftheschoolhasgoodteachers,evenifit’sfartherawaywewouldpickit.”ParentfromVisitacionValley,toapplausefromotherparents.Ateveryconversationexceptone,intheSunsetdistrict,thevastmajorityofparentspreferredasystemofchoiceoverautomaticneighborhoodassignment.SchoolsonthewestsideofSanFranciscoareperceivedas“better”andmoredesirablebymanypeopleacrossthecity.Peoplewholiveinneighborhoodswithhigher‐performingschoolswanttobegivenprioritytochoosethoseschools.


“Iftheygotoasystemofneighborhoodschools,thatisgoingintheabsoluteoppositiondirectionof[thedistrict’s]goals.Itmeans…it’saboutwhereyoucanaffordtolive.”Middleschoolparent.“Wedon’tliveintheseneighborhoodsbecausewewantto–wecan’tmovetoothercommunities.We’rebehind.We’renotintheSunsetorRichmondorPacificHeights,sowe’renotgoingtogettheselections.”ParentinBayview.Ontheotherhand,familieswholiveincommunitieswherelower‐performingschoolsareconcentrateddon’twanttobelockedintothoseschools.Theywanttheopportunitytochooseschoolsandprogramsthatarebettersuitedtotheirchildren’sneeds.Theseparentsworriedthatautomaticneighborhoodassignmentwouldleavethemwithoutaccesstogoodschools.Somepeopleemphasizedthebenefitsofgoingtoaschoolclosetohome.Childrenwouldn’thavetospendasmuchtimeonbuses,moreparentscouldparticipateinschooleventsandactivities,andschoolscouldfosteraconnectionwiththelocalcommunity.Butintheend,mostparentsfeltfindingaschoolthatmeetstheirchild’seducationalneedsismoreimportantthantheconvenienceofaneighborhoodschool.“Whydoesn’tthedistrictdosomethingtoimprovethequalityoftheschoolthatisclosertowherewelive?Whyisthereadiscrepancybetweentheprograms?Theyshoulddosomethingtoimprovetheprogramsatalltheschools,tohavea‘win–win’situation.”ParentataMarinaelementaryschool.“Howcanitbe‘predictable’whenthequalityofschoolsissovaried,soindividual?Ifallschoolsweregreat–iftheyhadanafterschoolprogram,languageprograms–thenwhocaresaboutpredictability?You’dknowitwouldbefine.”ParentintheMarina.Inmostoftheconversations,thetalkquicklyshiftedawayfromhowthestudentassignmentsystemfunctionstoaddresswhatparentsfeltwasamorefundamentalquestion:whyisthequalityofschoolsindifferentcommunitiessodifferent?Goodschoolshavestrongteachersandqualityprograms.“Assignmentitselfisn’treallytheproblem–ourproblemiswhat’sgoingonintheclassroom,andwhatneedstobehappening.Isthereagoodenvironmentforourchildren?Istheteacherqualified,andisthelovetheretoteachmychild?”ParentofachildinSpecialEducation.Ineveryconversationaboutwhatmakesa“goodschool,”parentstalkedaboutteacherandprincipalquality,thedesireforhigherstandardsandmoreaccountability,andtheimportanceofunderstandinghowtomeettheindividualneedsofthestudents.“Howdoyouputfirst‐yearteachersintolower‐performingschoolsandthenexpecttheschoolsandthestudentstodobetter?Thatmakesnosense.”Middleschoolparent.Familieswereconcernedaboutdatashowingtherelationshipbetweenlessteacherexperience,highstaffturnover,andlowerstudentsuccess(measuredbytestscores,attendance,and


suspensionrates).Tomostpeopleintheconversations,thesolutionwasobvious:stopconcentratingnoviceteachersinlower‐performingschools,andprovidemoretrainingandsupporttoteacherssotheyarebetterabletoaddressthedifferentneedsoftheirstudents.Althoughmostparentsdidn’tusetheexpression“joyfullearning,”theydothinkit’simportantforchildrentoenjoyschool.Participantsnotedthatasafeenvironmentisnecessaryforchildrentolearn,andidentifiedseveralimportantqualitiesforgoodschools:

• Parentinvolvementandastrongparentcommunity

• Participationinart,sportsandmusic

• Afterschoolprograms

• Smallclasssize,andanadequatestaff/studentratio

• BilingualanddualimmersionlanguageprogramsParentsalsonotedthatnotallschoolsprovidestudentswiththeseopportunities.Equity,accessandtheachievementgap.“Equitydoesn’tmeangivingeveryonetheexactsamething–itmeansyouhavetomakemoreresourcesavailableforkidswithhigherneeds.”Middleschoolparent.“Iwanttoknow,whatdoIhavetodotogetaccesstogoodschools?Who’stheretohearouroutrageaboutthis?Howshouldweadvocateforourselves,tobeheard?”ParentinBayview.“Ijustwanttosay,asaLatino,I’mtiredofbeingleftbehind.Wetrustintheschools,wesay,‘Here,takeourchildren’andwetrustthey’lleducatethem–andit’snothappening.”ParentinSilverTerrace.“IcomefromBayview/Hunter’sPointandI’mproudofit.It’snotthatthekidsovertherearedumb–theyoutharereallyintelligent.IfyoutookthekidsfromMLKandputtheminHooverthey’lldowell–it’sabetterenvironment,therearen’talltheliquorstoresandproblemsaroundtheschoolthatgetintheway.”Middleschoolparent.“Weneedsomebodywhoisgoingtostickwithusthroughtheprocesssoourneedsareheardandourneedsaremet.…Ifyoucomeoutheretotalkwithpeopleyou’regonnafindalotofchomping,becausewe’reangry…butweneedsomeonewhoisnotgoingtoperceiveusaspeoplewhoarejustangryandaggressive.MostofusareSanFrancisconatives.Eventhoughit’sdocumentedandthedistrictissayingwhattheywanttodo,wehavealreadyexperiencedit.It’staken20yearstoseesomebodytalkaboutchallengeswe’vealwaysknown.We’vedealtwithitallourlives.”CommunitymemberinBayview.Wefoundalotincommonwhenparticipantstalkedaboutwhatmakesagoodschool,buttherewerecleardifferencesintheactualexperiencesoffamiliesfromdifferentcommunities.Althoughsomewhiteparentsquestionedthevalidityofthedistrict’sachievementdata,inourconversationsAfricanAmericanandLatinoparentsexpressedangerandsorrowthattheir


childrenarelivingthedistrict’sachievementgap.Atthesametime,manyfamiliesincommunitieswithlower‐performingschoolsarecommittedtosupportingtheirchildrentodobetter,andwantedtotalkaboutwaystodothat.“Equalandfairaccess–doesthatimplythereisgoingtobealimitonsomeotheraspect?Wealwayslookatlower‐achievingstudents–weneedtopaymoreattentiontohigh‐achieversandGATEstudents,too.”ParentintheSunset.“It’snotjustaboutputtinglower‐achievingstudentsfirst–it’sgettingmorefamilieswithresourcesintotheschools,andhigher‐achievingstudents…schoolswillimproveifweincludefolksfromalldifferenteconomicbackgrounds.”ParentinWestPortal.Somefamiliesofhigher‐achievingstudentsfeartheirchildrenarebeingusedtoimprovetestscoresatlower‐performingschools,andarehurtbythis.Othersbelievethispracticecanbesuccessfultoimproveschools,andthedistrictcoulddomoretoenticethesefamiliestoenrolltheirchildreninschoolswithdualimmersionlanguageprograms.“SpecialEducationisbeingusedforkidswhomisbehave,notforwhatit’ssupposedtobe,tohelppeoplelearn.…TheyputtheminSpecialEdandtheydon’tgettaughtanything.Theyhaveahardlife,theyneedsupport,theydon’tneedSpecialEd.They’retakingagoodappleandmakingitasoftbruisedapple.”ParentinHunter’sPoint.ThroughouttheconversationsweheardseriousconcernsaboutSpecialEducation.Ontheonehand,someLatinoandAfricanAmericanparentsfeeltheirchildrenarebeingtrackedintoSpecialEducationforbehavioralorculturalreasons,andarenotbeingtaughttostandardstheyarecapableofachieving.Atthesametime,otherparentsfoundtheycouldn’tfindoraccessservicesfortheirchildrenwhodohavespeciallearningneeds.ParentspointedouttheseconcernsaboutthewaysstudentassignmentisparticularlydifficultforfamiliesofstudentsinSpecialEducation:

• Thecurrentstudentassignmentsystemdoesn’ttakeIndividualEducationPlans(IEPs)intoaccountforplacingstudents.

• Itisextremelydifficultforfamiliestogetinformationaboutwhichprogramsareavailable,andhowmanystudentscanbeserved,atspecificschools.Thecriteriaanddescriptionofprogramsandclassesaren’tclearoraccurate.

• FamiliesinSpecialEducationhavelesschoiceandfeweropportunitiestofindaschoolthatprovidestheservicestheirchildrenneed.

• Inclusionchoicesnarrowasstudentsgetolder,becausefewermiddleandhighschoolsprovideinclusionoptions.

“ImmersionissupposedtobeaK‐8programbutit’snotsupportedinmiddleschool–therearenotenoughslotsforallthekids.Thestudentsaregettingdroppedoffacliff.”Middleschoolparent.


Parentsalsodescribedproblemswithduallanguageimmersionprograms.Ingeneral,familieswithchildrenindualimmersionprogramswerehappywiththem,andencouragedthedistricttoexpandthoseprogramstosupportbothstudentachievementanddecreasingtheracialisolationofstudents.TheproblemisthatdualimmersionisdesignedtosucceedasaK‐8program–buttherearen’tenoughslotsforstudentsmovingintomiddleschool.Anotherconcernwasthatparentswhodon’tspeakEnglishoftenarenotfullyinformedabouthowdualimmersionprogramswork,andaresurprisedtofindtheprogramsdonotteachEnglishasquicklyastheywouldlike.TheypointedoutthedistrictneedstodoabetterjobinformingEnglish‐learnerparentsaboutthelanguageprogramsavailablefortheirchildren.“Ifyou’reonthebusforanhourandahalf,you’renotajoyfullearner–morelikeanexhaustedlearner.”ParentintheSunset.ParentsintheSunset,SilverTerraceandtheBayviewmentionedconcernsaboutschooltransportationandearlystarttimes.Theypointedoutthatbussingcoststhedistrictalotofmoney,thatstudentsspendtoomuchtimeonthebus,andthatchildrenareforcedtowaitinthedarkforabustoearly‐startschools.Sufferingthroughthestudentassignmentsystem.“Theproblemwiththeword‘choice’isthatyoudon’tactuallygetit.”ParentintheSunset.“Iseealotofparentsdon’tparticipatebecausetheprocessissocomplicated,it’stoodauntingandtheydon’tunderstandit.Foralotofpeopleit’seasiertojustbeassigned.Howempoweringisittohaveachoicebutyou’renotgiventhetoolstomakethatchoice?”PreschooleducatorinHunter’sPoint.“Childbirthwaseasierthanthis!”ParentintheMarina.“Iwanttospendmoneyonimprovingschoolsinsteadofcomfortingangryparents.”ParentintheSunset.Parentsweheardfromagreedthattheenrollmentprocessisdaunting.Evenfamilieswhogotaschooloftheirchoice‐76%oftheparticipants–didn’tfeelthesystemworkedwell.Beyondtheissuesofchoiceversusautomaticassignment,parentsexpressedconcernaboutthelackofadequateinformationanddistrustofthelotterythatdeterminesplacementinmanyschools.MostpeoplesaidtheyagreedwiththeBoard’sgoalsforchangingthestudentassignmentprocess,butquestionedhowthedistrictwouldachievethesegoals.Parentswithmoreoptionsforeducatingtheirchildren(forexample,whosaidtheycouldchooseprivateschools)wantedtotalkmoreabouthowthestudentassignmentsystemfunctionsandhowtheywantittowork,toensuretheygetaschooloftheirchoice.


Familieswithoutthoseoptionsfocusedonissuessuchasaccesstogoodschoolsandprograms,barriersthey’veencounteredintryingtosupporttheirchildren’seducation,andtheinequitybetweenschoolsindifferentcommunities.“Ifwecan’tgetourneighborhoodschool,wewillgotoprivateschool.”PreschoolparentfromtheRichmond,atameetingoftheBoard’sAd‐HocCommittee.“Iwouldhavegonetoprivateschooliftherehadbeenanautomaticattendanceareaassignmenttoaschoolwithinmyzipcode.”PublicschoolparentfromtheWesternAddition.Everyoneinthecity“knows”howdifficultitistonavigateourenrollmentsystem,andthedistrict’sreputationregardingstudentassignmentsetsthetoneforpeopleinteractingwithpublicschools.Theenrollmentprocessisusuallythefirstcontactthatfamilieshavewiththedistrict.Forsomefamilies,itmaybetheironlycontact.TheBoardofEducationhasadmittedtheycan’tpleaseeveryone,andwethinkthat’sprobablytrue.Butthesystemtheyultimatelyadoptneedstobeclear,morereliable,andservewellthemostimportantpriorityofthedistrict:supportallchildrentobehigh‐achieving,joyfullearners.Improvingcommunicationwithourcommunities.“Whydidn’ttheycommunicatewithusabout[changestotheschoolyearcalendar]?It’sbecausetheydon’tthinkwe’recapableofunderstandingorhavinganopinionaboutwhat’sgoingon–theyneedtoinformpeopleaboutwhat’shappening.”ParentinSilverTerrace.Anothermajorthemeweheardfromfamiliesacrossthecitywasthedesireforbettercommunicationfromthedistrictandtheirchildren’sschools.Evenamongparentswhospokeabouttheirsupportforthedistrict’sgoals,manypeopledon’ttrustthedistrictisdoingwhatitsaysitmeansto.Otherparentsexpressedfrustrationabouthowdifficultitistofindoutwhatishappeninginschools.“IhaveadaughterinhighschoolandI’mpayingattention,butIdon’tgotomeetingsbecausemostofthemaren’tinmylanguage.”Spanish‐speakingparent.Manypeopleidentifiedparentinvolvementaskeytosupportingtheirchild’ssuccess.Someparentsspokeoffeelingunwelcomeattheirchildren’sschools,anddisconnectedfromwhat’shappeningatthedistrictlevel.AndsomeAsian,LatinoandAfricanAmericanparentssaidtheircommunitiesdon’trealizehowimportantitistobeinvolved–andpointedoutsignificantbarrierstobeinginvolvedatschools.Despitedistrictpoliciesthatprioritizelanguageaccess,manyschoolsdon’tprovidematerialsinlanguagesotherthanEnglish,anddon’thaveinterpretersforschooleventsorparentmeetings.MostinformationprovidedthroughwebsitesisavailableonlyinEnglish,andschoolstaffaren’tabletopointtheirstudents’familiestoinformationthatmightbeavailableindifferentlanguages.


Conclusion

Throughourhistoryofworkingcloselywiththefamiliesofstudentsinpublicschools,thePACandPPSknowthatevenparentswhofaceenormousobstacles–includinglanguagebarriersandeconomichardship–arededicatedtotheirchildren’seducation.Duringthiscommunityengagementprocess,manyparentsexpressedadeepcommitmenttothesuccessofallchildren,andwanttoknowwhattheycandotosupportthatsuccess.“Ifwedon’tgotothesemeetings,they’regonnamakethesedecisionswithoutus.It’salmostalreadydonebeforeweevenknowaboutit.”ParentinBayview.“Ifwedon’tstarttalkingnowit’sgonnahappenwithoutus.Iwouldwantyoutocomebackhereandgivethispresentationagain–wewillgetpeopleherebecausethiscommunityneedstostarttalkingbeforeitallgetsdecided.”CommunitymemberinHunter’sPoint.“CanIbereallyhonest?Communitiesneedtobepartoftheefforttodeveloptheprogramsthataredesignedtoservethem.Itcan’tjustbe‘Ohsosad,thisishappening.’Ithastoinclude,‘Here’swhatyoucando.’”EducatorinHunter’sPoint.Parentsappreciatedtheopportunitytobeheard,andsharedwithustheirexperiences,frustrations,andperspectivesonkeyeducationissues.Manypeopledidn’trealizethedistrictintendstochangethestudentassignmentpolicy,andexpressedconcernsabouthowanewsystemwouldsupporttheirchildren’seducation.Theschooldistrictneedstoprovidefamilieswithmoreinformationaboutdistrictpoliciesinawaythatparentscanunderstandit,andtoexpanditseffortstomeaningfullyengageparentsinaddressingtheseissues.Acrossourdistrict,manystudentsfacebarrierstotheireducationbasedontheirfamily’sincome,primarylanguage,needforSpecialEducationservices,orlackoftransportation–andtheseneedtobeaddressedwhateverstudentassignmentpolicythedistrictdevelops.

GeneralRecommendations:WhatNeedstoHappenintheSFUSD• Adoptpracticesthatpromoteteacherandprincipalquality,accountability,andsupport.

• Improvecommunicationwithfamiliesandthecommunity.

• Improveprogramcoherenceforbilingualanddualimmersionlanguageprograms,sothat

studentsmovingfromelementaryschoolintomiddleschoolhaveaccesstothoseprograms.

• ImproveaccesstoinformationaboutservicesforSpecialEducationstudents.• EnsurethatSpecialEducationstudentsareplacedinschoolsbasedontheneedsdefinedby

theirIEPs,notthroughtheregulardistrictlottery.

• Makethestudentassignmentsystemclear,reliable,andaccessibletoallourfamilies.


SPECIFICRECOMMENDATIONSWehaveseveralspecificrecommendationsthatcouldbeimplementedimmediately,toaddressissueswithoutwaitingfortheadoptionofacomprehensive,newstudentassignmentsystem.WeurgetheBoardofEducationtochangethesedistrictpracticesinwaysthatwon’trequireextensiveadditionalresources,buttakeadvantageofexistingsystemsandstructures.TeacherandPrincipalQuality,AccountabilityandSupport• Changethedistrict’spracticesofteacherhiringandplacementthatconcentratenovice

teachersinlower‐performingschools.

• Improveteacherrecruitment,retentionandsupportbyadoptingrecommendationsfromTheNewTeacherProject(whichwasaskedbytheSFUSDandtheteachersuniontoreviewthedistrict’sstaffingrulesandevaluationprocess):

Earlierhiring.Moveupthehiringtimelineandprioritizehigh‐qualitynewteachersbyallowingconsiderationofallteachercandidates–bothexternalandinternal–simultaneouslyforanyvacancy.FacilitatespeedierHRcommunicationwithapplicantsandtransferringteachers.

Mutualconsentplacements.Establishasystemof“mutualconsent”hiring,inwhichprincipalsandteachersmustagreethateachplacementisa“fit.”

Effectiveevaluations.Overhaultheteacherevaluationsystem,buildinganewsystemaroundtheprimarygoalofhelpingteacherstoimprovetheirinstructionalperformance.

Focusonretention.ExpandandimprovecommunicationandservicesfromHumanResources,especiallyforteachersathighriskforattrition.

CommunicationwithFamiliesandtheCommunity

• UsetheSchoolTimestoinformthecommunityaboutpolicyissues&howtogetinvolved.Eachissueshouldincludeanarticleaboutchangingpoliciesorissuesthedistrictisworkingon,andletsfamiliesknowhowtheycanparticipateintheprocess.

• Giveparents,students,andeducatorstheopportunitytoreviewandrespondto

specificproposalsforanewstudentassignmentsystembeforemakingafinaldecision.Mostpeoplesupportthedistrict’sgoalsforamoreequitableenrollmentprocess,andtheyhavepowerfulinsightsintowhatworks–anddoesn’twork–forfamilies.Adoptinganewpolicywithoutgivingthecommunitythisopportunitywouldbeaseriousmistake.

• Ensurethatprincipals,teachersandotherschoolstaffknowhowtofindinformation

aboutdistrictpolicyinitiatives–andcanhelpfamiliesaccessthisinformation.


ImprovingtheStudentAssignmentSystemintheShortTerm

• IncludemoredetailedinformationaboutspecificschoolprogramsandpracticesintheSFUSDenrollmentguide–whichiswidelycirculatedandavailableinthreelanguages.Theenrollmentguideshouldalsoincludeadescriptionofschool‐basedafterschoolprogramavailability,hours,curriculum,eligibilitycriteria,cost,andopenings.

• Familiesneedmoretimetofindoutabouttheenrollmentprocess.Allowparentstobegintheenrollmentprocesssooner:holdtheenrollmentfair,distributetheenrollmentguide,andmakeapplicationsavailableearlierinthefall.


AppendixI:WhoWeHeardFromintheCommunityConversationsThePACandParentsforPublicSchoolsworkedinconsultationwithSFUSDstafftodevelopadiscussionguidefortheconversations.Theyincludedapresentationofchallengesexpressedbystudentachievementandschoolplacementdata;adiscussionofthedistrict’sprioritieswithinthestrategicplanandforanewstudentassignmentsystem;andfinally,some“forced‐choice”questionstodiscussparticipants’prioritiesforanewstudentassignmentsystem.Theconversationstookfromanhourto90minutes,andforthemostpartwereconductedintheprimarylanguageofparticipantsratherthanusinganinterpreter.Over55%oftheparticipantshaveaprimarylanguageotherthanEnglish.Wealsospokewithfamiliesatafeweventswhereparentsconvenedforotherreasonsalsowantedtodiscussstudentassignment,andwewantedtoprovideopportunitybutwerenotabletofollowthecompletediscussionguideformat.Overall,weheardfrom270peoplein15discussions:

• 139peopleinformalconversationsusingthediscussionguide

• 31peopleatameetingoftheCommunityAdvisoryCommitteeforSpecialEducation

• 100peopleatmeetingsofthePPSschoolambassadorsandthePPSAnnualGeneralMeeting

Basedonsurveydata(from137writtensurveys):

• 91%ofparticipantswereparents(therestwerecommunitymembers&educators)

• 85%havekidsinSFUSDschools

• 12%havechildrenofpre‐schoolage

• 76%ofthoseinSFUSDschoolsdidgetoneoftheschoolstheychoseParticipantslivedincommunitiesacrossthecity,in21differentzipcodesandall11electoraldistricts.Theirchildrenattendtheseschools:Preschoolprograms:HeadStart,Jumpstart,andWuYeeChildren’sServices.ElementaryandK‐8schools:Alvarado,BretHarte,Bryant,BuenaVista,Carver,Fairmount,GlenPark,GordonLau,HarveyMilk,Hillcrest,JohnYehallChin,Lakeshore,Longfellow,LRFlynn,MalcolmX,Monroe,PaulRevere,Rooftop,Sherman,Stevenson,Ulloa,VisValleyES,WestPortal,WillieBrown,andYickWo.Middleschools:Aptos,Hoover,KippAcademy,Presidio,andVisValleyMS.Highschools:Burton,Gateway,Lincoln,Lowell,MarshallHS,andSchooloftheArts.


ParticipantDemographicsTheethniccompositionofstudentsinpublicschoolsdiffersfromSanFranciscoasawhole.Participantsintheconversationsgenerallyreflectedtheethnicdiversityofourcommunities,generallyintherangeofdifferencebetweenthecityandthedistrict.Participantsslightlyover‐representedLatinoandAsianfamilies;over‐representedwhitefamiliesinthedistrictbutnotinthecity;andrepresentedAfricanAmericanfamiliesinthecity,butnotthedistrict.“Othernon‐white”familieswerenotaswellrepresented.Ethnicityofparticipants,comparedtopopulationoftheSFUSDandofthecityofSanFrancisco:

ComparedtopopulationofSanFrancisco,participantsover‐representedfamilieswithincomesunder$50,000,andunder‐representedfamilieswithincomesover$100,000.Wedon’thavedataonSFUSDfamilyincomes,butbelievetheyarelowerthanthecityonthewhole.


WhereConversationsWereHeld

Convener/SchoolSite Participants

PPSLatinoparentsgroup–attheofficeofPPS 26BuenaVistaES 11ShermanES 19PPSChineseparentsgroup–atcommunitycenterinChinatown 19UlloaES 17PPSAfricanAmericanparentsgroup–communitycenterinHunter’sPoint 8HooverMS 10ParentUniversity–atMalcolmXAcademy 7HarveyMilkCivilRightsAcademy 9HillcrestES 13

Totalparticipantsinformalconversations: 139

ThismapofSanFranciscoshowswhereconversationswereheld,andthelocationsofschoolsthattheparticipants’childrenattend.


AppendixII:FindingsfromSurveysInawrittensurveythatalsogathereddemographicinformation,weaskedparticipantsabouthowtheychooseschools.Participantswereaskedtopickthetop3outof17characteristicstheyconsidermostimportantinchoosingaschool.Qualityteachersandprincipalsandasafeschoolclimateweretheresoundingprioritiescomparedtoothercharacteristics.Thisishowpeoplerankedtheirpriorities(theorderisbasedonrawscore;thesepercentagesareroundedoff):Reputationforqualityprincipalsandteachers 19%Safeschoolclimate 11%Achievementofallstudents 9%Languageprograms(Bilingualordual‐immersion) 9%Safetyoftheneighborhood 8%Convenienceoflocation 8%Academicreputation 8%Programsattheschool 6%Culturalmakeupisdiverse 5%Afterschool 5%Well‐maintainedfacility 3%Arts 3%Numberofstudentsattheschool 2%SchoolthathasK‐8thgrade 2%Vocational/Trades 1%Technology 1%Culturalmakeupissimilartomyownfamily’s <1%Peoplewerealsoaskedtoranktheirmosttrustedsourcesofinformationaboutschools.Visitingschoolsinperson,andhearingaboutthemthroughwordofmouth,weretheclearwinners.Veryfewparentsrankedinternetsitesasresourcestheyused.

Schoolvisit/tour 24%Reputationofschoolincommunity 16%Otherparents 13%Friends 11%SFUSDenrollmentguide 10%Principal 8%Communityorganization 7%Other 4%SFUSDwebsite 2%Non‐SFUSDwebsite 2%Youth 1%Newspaper <1%

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