40 yrs of Chicano Studies

[Jeanfromfillmore]

Old 10-01-2009, 07:32 AM
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Default 40 yrs of Chicano Studies
40 years of cultivated "outrage". 40 years of denouncing the white cucui and playing victim. 40 years of Chicano insertion into the political arena and subversion of the educational system and the result?

Quote:
He said that the dropout rate at his alma mater, Lincoln High School in Los Angeles, is about the same as 40 years ago.
The article:

Hispanic activist speaks to students


Quote:
Things have changed since Bobby Verdugo walked out of school to protest discrimination.

"The mayor of LA is Latino, and we have a Hispanic Supreme Court justice," he said. . "These are things we couldn't fathom 40 years ago."

But in a talk to Moreno Valley High School students Tuesday, the 59-year-old Verdugo said some things stay the same.

He said that the dropout rate at his alma mater, Lincoln High School in Los Angeles, is about the same as 40 years ago.

Speaking as part of Hispanic Heritage Month, the Hispanic rights activist recounted how he was one of thousands of students who in 1968 staged walkouts at several East Los Angeles high schools to demand equality in education opportunities.

"There was so much anger and disappointment among Chicano students," Verdugo said. "We wanted things to change."

He said that Hispanic students were often ridiculed and beaten by their teachers for expressing their heritage through ways such as speaking Spanish in class.

Verdugo dropped out of high school in 12th grade. He went back to school and got a degree in social work from Cal State Los Angeles in 1994. In 1995, he started Con Los Padres, one of the country's first teenage fatherhood programs for Hispanics.

Stephanie Martinez, 17, a student who helped organize the event, said she hopes Verdugo's talk can help students from different backgrounds understand what challenges Hispanic students had to overcome to have the rights they have today.

"I hope people realize that Asians and blacks weren't the only ones treated badly," she said.

About 65 percent of the students at Moreno Valley High School are of Hispanic descent, said teacher Pete Loza.
A nice quote here:
Quote:
We are NEVER going to catch up to the youth drop out or youth gang problem as long as we keep expanding the number of problem youths through immigration and illegal entry. We educate the latest batch and thousands more are let in to fill the void

[Jeanfromfillmore]

Old 10-01-2009, 08:06 AM
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The pick apart

Quote:
He said that Hispanic students were often ridiculed and beaten by their teachers for expressing their heritage through ways such as speaking Spanish in class.
40 years ago, if you were a smart ass or trouble maker, you got your ass smacked. Didn't matter what color your skin was. I believe my white ass wore out several paddles then referred to as "The Board of Education".

I know a Korean War Vet who grew up in East Los Angeles, He told me that even though his father was from Michoacan, he couldn't communicate with Mexicans. A lot of American born Hispanic kids back then didn't speak Spanish. I think I'll look him up and ask him about the "beatings" in school for speaking Spanish.

In 1958 Octavio Paz said that the "Mexicans" of Los Angeles didn't want to be either Mexican or American, but reveled in not fitting in with society of either countries.

In 1946, there was a teacher in the Inland Empire who enjoyed beating her kindergarten students (She was "equal opportunity". Race didn't matter). One little girl thought she was going to get a beating for not getting into class fast enough after recess, so she ran home.

Her Mexican mother asked her why was she was home and where was her coat? The girl told the story. Mama rapidly exited the house, and returned shortly with the coat.

To this day, the woman doesn't know what transpired between the teacher and her mother, but that white teacher steered clear of that little Hispanic girl from that day on.

And that was in the days when white and brown were separated by the tracks.

Quote:
Stephanie Martinez, 17, a student who helped organize the event, said she hopes Verdugo's talk can help students from different backgrounds understand what challenges Hispanic students had to overcome to have the rights they have today.

"I hope people realize that Asians and blacks weren't the only ones treated badly," she said.
The victimized race card, again.

Another recitation of the 1882 Chinese exclusion act and and Chicano hijacking of the black civil rights movement without saying the words.

Quote:
About 65 percent of the students at Moreno Valley High School are of Hispanic descent, said teacher Pete Loza.
And what is the drop out rate in that high school?

[Jeanfromfillmore]

Old 10-01-2009, 08:50 AM
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Default Moreno Valley High
Moreno Valley High

Quote:
Moreno Valley High School is located in Moreno Valley, CA and is one of 9 high schools in Moreno Valley Unified School District. It is a public school that serves 2251 students in grades 9-12.

Moreno Valley High School did not make AYP in 2009. Under No Child Left Behind, a school makes Adequate Yearly Progress (AYP) if it achieves the minimum levels of improvement determined by the state of California in terms of student performance and other accountability measures.*See Moreno Valley High School's test results to learn more about school performance.

A school's Academic Performance Index (API) is a scale that ranges from 200 to 1000 and is calculated from the school's performance in the Standardized Testing and Reporting (STAR) Program. The state has set 800 as the API target for all schools to meet.

Moreno Valley High School had an API growth score of 644 in 2009. California uses the Academic Performance Index (API) to measure annual school performance and year-to-year improvement. Moreno Valley High School's 2009 base score was 606 and the school did meet its 2008 school-wide growth target.

In 2008, Moreno Valley High School had 21 students for every full-time equivalent teacher. The California average is 21 students per full-time equivalent teacher.

http://www.education.com/schoolfinde...o-valley-high/

**

Moreno Valley High School*2009 Test Scores

Dismal.

http://www.education.com/schoolfinde.../test-results/

**

*About Moreno Valley High School Students
Student Economic Level
Average Students Participating in Free or Reduced-Price Lunch
This School 75 %
State 51%

Student Ethnicity
This School State Average Hispanic 68 % 49 %
Black 18 % 7 %
White 9 % 29 %
Asian 2 % 8 %
Filipino 1 % 3 %
Pacific Islander < 1 % < 1 %
American Indian/Alaskan Native < 1 % < 1 %
Multiple or No Response < 1 % 3 %

Student Subgroups
English Language Learners

This School 29 % State Average 25 %


Student Completion

Annual Dropout Rate for Grades 9-12

This School 7 % State Average 6 %

[Jeanfromfillmore]

Old 10-01-2009, 09:17 AM
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Another blurb concerning East LA Schools:

40 Years After Walkouts, Little Has Changed, Latinos Say

Quote:
The dropout rate in East Los Angeles is still very high. In fact, “The dropout rate is higher today than 40 years ago,” says Patron
http://news.newamericamedia.org/news...c22fc76bbcfbe4

I'm having trouble finding info for Lincoln High, but here's this:

Quote:
Abraham Lincoln Senior High School in Los Angeles, California (CA)

City-data.com school rating (using weighted 2006 test average as compared to other schools in California) from 0 (worst) to 100 (best) is 18.

http://www.city-data.com/school/abra...r-high-ca.html
Once again:
Quote:
We are NEVER going to catch up to the youth drop out or youth gang problem as long as we keep expanding the number of problem youths through immigration and illegal entry. We educate the latest batch and thousands more are let in to fill the void

[Jeanfromfillmore]

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Amazing how much money it costs the US taxpayers to educate kids on how to more identify with your ethnicity, and then it costs again to teach everyone else not to.

[Jeanfromfillmore]

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We stood up, and it mattered.

By Luis Torres

Quote:
The Chicano walk out of 1968 was about dignity and fundamental change that we're still striving for...

We also wanted to protest the conditions that led to a drop out rate hovering around 45%. Barely half of us were making it out of high school. Something was desperately wrong and we wanted to do something about it...

I gained a pride in my heritage that made me more comfortable with who I was -- a young man whose parents were from Mexico. I overcame the shame that I used to feel as a kid when my mother "spoke funny" in public. ..

In those times, I remember reading that "the best way to get the Man off your back is to stand up." We stood up on that day...

Forty years ago, the Los Angeles school board was the Man. Today it is an ally with the community in the effort to improve education...

The drop out rate at my alma mater, Lincoln High School, and the other Eastside high schools is still about 45%...

PDF:

http://classjump.com/mrcilker/docume...20mattered.pdf

HTML:

http://www.latimes.com/news/printedi...,5135201.story

[Jeanfromfillmore]

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Quote:
. I overcame the shame that I used to feel as a kid when my mother "spoke funny" in public. ..
I'll bet she still does too.

[Jeanfromfillmore]

Old 10-01-2009, 10:28 AM
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About Abraham Lincoln Senior High School

Quote:
Abraham Lincoln Senior High School is located in Los Angeles, CA and is one of 199 high schools in Los Angeles Unified School District. It is a magnet school that serves 2780 students in grades 9-12.

Magnet schools are public schools that offer a specialized curriculum or educational philosophy, often with a specific focus or theme. Magnet schools promote student diversity because they are open to students outside the normal school district boundaries and often attract high caliber students through competitive programs.

Abraham Lincoln Senior High School did not make AYP in 2009. Under No Child Left Behind, a school makes Adequate Yearly Progress (AYP) if it achieves the minimum levels of improvement determined by the state of California in terms of student performance and other accountability measures.*

A school's Academic Performance Index (API) is a scale that ranges from 200 to 1000 and is calculated from the school's performance in the Standardized Testing and Reporting (STAR) Program. The state has set 800 as the API target for all schools to meet.

Abraham Lincoln Senior High School had an API growth score of 587 in 2009. California uses the Academic Performance Index (API) to measure annual school performance and year-to-year improvement. Abraham Lincoln Senior High School's 2009 base score was 609 and the school did not meet its 2008 school-wide growth target.

In 2008, Abraham Lincoln Senior High School had 23 students for every full-time equivalent teacher. The California average is 21 students per full-time equivalent teacher.
Abraham Lincoln Senior High School Student Diversity
Students by Ethnicity*(2008)
Hispanic 81 %
Asian 17 %
Black < 1 %
White < 1 %
Filipino < 1 %
Multiple or No Response < 1 %
Pacific Islander < 1 %
American Indian/Alaskan Native < 1 %

Student Economic Level
Students Participating in Free or Reduced-Price Lunch

This School 76 % State Average 51 %

Student Subgroups

English Language Learners

This School 37 % State Average 25 %

Student Completion


Annual Dropout Rate for Grades 9-12

This School 7 % State Average 6 %

http://www.education.com/schoolfinde...n-senior-high/

Someone has to be lying about the drop out rates:

Two Chicano activist alumni claim it has been unchanged at this school at almost 50% for forty years, yet this statement claims 7%

Both Moreno Valley and Lincoln have five star ratings according to this source, and solicited commentary posted about both schools is glowing. Something stinks.

Also:

Quote:
Abraham Lincoln Senior High School in Los Angeles, California (CA)

City-data.com school rating (using weighted 2006 test average as compared to other schools in California) from 0 (worst) to 100 (best) is 18.

http://www.city-data.com/school/abra...r-high-ca.html

[Jeanfromfillmore]

Old 10-01-2009, 10:53 AM
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Lincoln high school profile page http://search.lausd.k12.ca.us/cgi-bi...ent&which=8729

A bunch of numbers:

661 Spanish speaking English Learners out of a total of 769 English learners, out of a total of 2777 students.

81.1% Hispanic

Drop out rate 8% with a derived 4 year dropout rate of 33.4%

[Jeanfromfillmore]

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Lincoln high Drop out rate 11%
http://www.schools-data.com/schools/...s-Angeles.html

Article states California has a 24% dropout rate, focus of article is in Bay area
http://thesfkfiles.blogspot.com/2008...pout-rate.html

An LA times piece which has a couple of student views by Johnson Xue (his own writing) concerning Lincoln High School:

Excerpts:

Quote:
clubs in the school are more for like the asian students not the latino.... that is a problem...... more clubs not just an asian club...

The small problems are: too many students are into period 6 p.e in a sport where all they do is just come to school to be in p.e .... a great example of this are the football players... 90% of all the members in the football team all they live for is football, they dont care about period 1-5, only period 6 p.e ... same goes for other students in a sport. 2nd small problem is: in nearly all the regular classes every1 DOES ABSOLUTELY NOTHING.... only if they're in an honor class than individuals care a lil but in ap classes they care more... so basically students a large majority of them are in regular classes where its not hard not intense so NO NEED TO STUDY, because the teachers dont force them to study only if they're in honor class (still rarely) and ap classes (study a lot).

SO THE BIGGEST OUT OF ALL THESE SMALL PROBLEMS ARE: GANGS, LARGE CLASSES, AND MORE ACTIVITIES WEAR ALL STUDENTS FEEL WELCOME, AND CHANGING HS REQUIREMENTS, AND PUT AN END TO STUDENTS WHO DAYDREAM NOTHING BUT PERIOD 6 P.E WHERE THEY ARE IN A SPORT/TEAM, AND HAVE MORE AP CLASSES AND ADULT SCHOOL CLASSES THAT ARE 1X OR 2X A WEEK.
http://projects.latimes.com/schools/...n-senior-high/

[Jeanfromfillmore]

Old 10-01-2009, 11:40 AM
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An excerpt from an essay or letter by Professor Ramon Munoz (A man obsessed with informing the reader that there is a tilde over the “n” in his last name).

Full of the usual rambling Latino Activist rants and containing much electronic jibberish that makes the read difficult:

Quote:
...According to the recent Census report, 30 percent of Latino youth drop out of high
school -- compared to 8 percent of white students and 12 percent of
blacks.

In some inner-city school districts, the drop out rates for
Latinos are even higher.

And the majority of Latino students who are
fortunate to graduate from high school are not eligible for college
admission because they have been academically ill equipped...

Ramon Munoz
Academic Counselor
School of Social Sciences
University of California, Irvine
Well, Mr Munoz (with the tilde over the "n"), The white devil doesn't run the educational system anymore.

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Old 10-01-2009, 11:57 AM
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A “Si se puede” page which has three articles.

The first concerning Sal Castro, an educator involved in the 1968 walk outs, and the second, entitled:

Second Report on Education Condition in SW States Forthcoming

An excerpt:


Quote:
It comes as no surprise to schol-
ars, graduate students and most
informed practitioners that the over-
all educational status of Latinos has
not changed significantly. Progress
or gains have been off set by wors-
ening economic conditions of states
and the nation. In short, high school
drop out rates remain high (30 to
40 percent) and are typically under-
estimated or reported numbers are
suspect. The achievement gaps con-
tinue to persist between Latinos and
(Continued on page four)

http://74.125.95.132/search?q=cache:...ient=firefox-a

[Jeanfromfillmore]

Old 10-01-2009, 12:13 PM
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One last one, then I'm done for now.

Is this formula for determining drop out rate just another shell game for presenting numbers to be crunched?

(these numbers are for 1986)

Excerpts:

Quote:
Using New Definition of Dropout

The state Department of Education previously had labeled a dropout as a student who leaves school and does not ask for a transcript to be sent to another public or private school within 45 days.

Under the new definition, administrators found that, for the 1986-87 school year, 6.9% of students in San Diego dropped out in grades 9 through 12. They then extrapolated the rate over four years and came up with the 26%.

Using the same definition for ethnic groups, the four-year district dropout rate for Latinos is estimated at 39.2%; for Indochinese, 29.5%; for blacks, 27.9%; for whites, 22.6%; for Asians, 21.6%, and for Filipinos, 12.4%. The Indochinese category includes Vietnamese, Khmer (Cambodian), Lao and Hmong ethnic students.
http://articles.latimes.com/1988-04-...chool-students

[Jeanfromfillmore]

Old 10-01-2009, 01:26 PM
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Thanks for posting this Ibegone, what they cry and cry again really amazes me. I went to grade school in San Pedro in the same years (early 60's). No one beat anyone because of their ethnicity. The ethnic make up of our school was about 30% White, 20% Black, 25% Hispanic, and the remaining 25% were a mix of Philippine, Chinese, Japanese and others. The only one I know of who became a Doctor was a Black student, he didn't seem to feel held back. Everyone spoke English, and not Spanglish, there wasn't any problem with speaking English properly. Everyone considered themselves an American and was proud to be one. There was some racism, but it was among the Blacks and Hispanics. Many kept to their own group and didn't associate with the others. But that wasn't true of everyone. My first best friend was a Black girl named Joyce. She went to the Catholic school in town, so we only hung out while out of school. Maybe San Pedro was different than other parts of LA, especially East LA where the racial mix wasn't so much of different ethnicity's.

They keep trying to force 'diversity' on us, yet places like East LA are anything but diverse. They've made it into a toilet and no one besides themselves wants to be around it. Then they complain that they're not being respected while at the same time dropping out of school and having babies before their bodies have even fully matured. Those that have tried hard to get out of the barrio and succeeded need to speak up and stop the continued 'pride' crap of a culture that is bringing them down. What so many have done to themselves won't stop because they won't face the fact that their culture condones the destruction of itself. Many come from a failed country and want to continue that same path here. So many don't respect an education or investing in it, only if it's free. And then they want to study about their own failed culture, but change the facts to please themselves. They blame this country for making them victims, yet don't do anything to change the culture that put them where they are. It's so much easier to cry victim.
What's unfortunate is that the Americans who are Hispanic have such a hard time when they try to disassociate with that failed barrio culture. The liberal left has made being a victim, a noble cause.

[Jeanfromfillmore]

Old 10-02-2009, 07:50 AM
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LAUSD BOARD OF DIRECTORS



Marguerite Poindexter LaMotte

Of all the biographies, Lamotte's is the least self serving, least self promotional. A black woman, she has impressive early achievement and graduated with a Masters degree in Education at LSU in 1965. LaMotte has been involved in the LAUSD from one end of the spectrum to the other since 1973.

******

Monica Garcia

“MS” Monica Garcia is the “unanimously elected by her peers as president of the Board of Education”

Her biography is actually a resume which could suck chrome off a bumper.

While she has worked in the school system, it doesn't appear she's ever been a teacher.

“Ms. García was born and raised in East Los Angeles. She attended local schools and graduated from the University of California, Berkeley with Bachelor of Arts degrees in Chicano Studies and Political Science. She later earned her Masters in Social Work from the University of Southern California.”

How would Ms Garcia respond to a white male holding a door open for her?

*****

Tamar Galatzan

“Tamar is a tireless advocate on behalf of civil rights, excellent public schools, social justice, and safe neighborhoods.”

Buzzwords which leads one to believe she would create a race issue if one wasn't handy to focus on.

A graduate of Birmingham High School in the San Fernando Valley, UCLA, and Hastings College of the Law in 1994,

“From April 1996 through June 2002, Tamar served as Western States Associate Counsel for the Anti-Defamation League.”

Quote:
[From the ADL website:
“The Anti-Defamation League was founded in 1913 "to stop the defamation of the Jewish people and to secure justice and fair treatment
to all." Now the nation's premier civil rights/human relations agency, ADL fights anti-Semitism and all forms of bigotry, defends democratic ideals and protects civil rights for all.”]
Reading Galatzan's Biography/Resume, it seems she is a self appointed one woman EEOC enforcer, civil rights activist, and criminal prosecutor. Probably someone to be “politically correct” with or else.

“...her conviction that the education system is failing many of our children. As evidence, she points to a high drop-out rate; mediocre test scores;”

*****

Steve Zimmer

According to his Biography/Resume, Steve is a very busy white man, but this sums him up:

“He is a long time supporter of immigrant rights and progressive labor in Los Angeles. Steve was the founder and leader of a teacher’s group that led opposition to Proposition 187...”

Steve doesn't seem to have very many schools in his district 4. Untrusted Gabacho?

*****

Yolie Flores Aguilar

Augilar's Biography/Resume is more down to earth than the other “Latinas”.

“A nationally-renowned and tireless advocate for children”

“Aguilar served as CEO of the Los Angeles County Children’s Planning Council”

“Aguilar received her B.A. from the University of Redlands and her master’s in social welfare from the University of California, Los Angeles.”

And more.

Lincoln High School is in Aguilar's district 5.

*****

Nury Martinez

From her Biography/Resume, she seems like she could be very pushy.

“Nury is an exemplary role model for young Californians – especially for young
Latinas seeking to make a difference in their communities. She is a tireless young
warrior for public education, working families, environmental justice and human
rights.”

All the "activist" buzzwords which indicates she arrives with stir paddle in hand, with a racist to be found under every rock.

“she is a product of the public schools, from Pacoima Elementary to San Fernando High. She was the first in her family to graduate from college.”

“The child of immigrant parents...” Three guesses as to where she stands on illegal immigration?

“Before being elected to the LAUSD Board, Nury served as the Mayor of the City of San Fernando.”

I've worked in San Fernando. The place struck me as trashed and way overstocked with illegals and gangbangers. Historically the place of two very different Latino American worlds from mostly English speaking in Richie Valens' 1950's to the Y2K Bastion of illegal migration and Rey Berrios “Cholo Style” gang bangers.

“Nury Martinez [actually] lives in the City of San Fernando”.

*****

Dr. Richard Vladovic

“Dr. Richard Vladovic has been involved in the education of children since the late1960s.”

Vladovic has been a teacher and has worked his way up from the trenches.

"Dr. Vladovic also proudly served in the Army and retired from the United States Army Reserves at the rank of Infantry Major. During his time in the military, he also served as a Commander, Brigade Race Relations Officer, and Staff Officer". [Vladovic has to be a couple of centuries old]

Vladovic seems to be involved mainly with educational programs.

Vladovic's Biography/Resume doesn't strike me so pushy like most of the others.

http://laschoolboard.org/

*****

Forty years of Chicano studies

[Jeanfromfillmore]

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Quote:
Originally Posted by ilbegone View Post
LAUSD BOARD OF DIRECTORS



Marguerite Poindexter LaMotte

Of all the biographies, Lamotte's is the least self serving, least self promotional. A black woman, she has impressive early achievement and graduated with a Masters degree in Education at LSU in 1965. LaMotte has been involved in the LAUSD from one end of the spectrum to the other since 1973.

******

Monica Garcia

“MS” Monica Garcia is the “unanimously elected by her peers as president of the Board of Education”

Her biography is actually a resume which could suck chrome off a bumper.

While she has worked in the school system, it doesn't appear she's ever been a teacher.

“Ms. García was born and raised in East Los Angeles. She attended local schools and graduated from the University of California, Berkeley with Bachelor of Arts degrees in Chicano Studies and Political Science. She later earned her Masters in Social Work from the University of Southern California.”

How would Ms Garcia respond to a white male holding a door open for her?

*****

Tamar Galatzan

“Tamar is a tireless advocate on behalf of civil rights, excellent public schools, social justice, and safe neighborhoods.”

Buzzwords which leads one to believe she would create a race issue if one wasn't handy to focus on.

A graduate of Birmingham High School in the San Fernando Valley, UCLA, and Hastings College of the Law in 1994,

“From April 1996 through June 2002, Tamar served as Western States Associate Counsel for the Anti-Defamation League.”



Reading Galatzan's Biography/Resume, it seems she is a self appointed one woman EEOC enforcer, civil rights activist, and criminal prosecutor. Probably someone to be “politically correct” with or else.

“...her conviction that the education system is failing many of our children. As evidence, she points to a high drop-out rate; mediocre test scores;”

*****

Steve Zimmer

According to his Biography/Resume, Steve is a very busy white man, but this sums him up:

“He is a long time supporter of immigrant rights and progressive labor in Los Angeles. Steve was the founder and leader of a teacher’s group that led opposition to Proposition 187...”

Steve doesn't seem to have very many schools in his district 4. Untrusted Gabacho?

*****

Yolie Flores Aguilar

Augilar's Biography/Resume is more down to earth than the other “Latinas”.

“A nationally-renowned and tireless advocate for children”

“Aguilar served as CEO of the Los Angeles County Children’s Planning Council”

“Aguilar received her B.A. from the University of Redlands and her master’s in social welfare from the University of California, Los Angeles.”

And more.

Lincoln High School is in Aguilar's district 5.

*****

Nury Martinez

From her Biography/Resume, she seems like she could be very pushy.

“Nury is an exemplary role model for young Californians – especially for young
Latinas seeking to make a difference in their communities. She is a tireless young
warrior for public education, working families, environmental justice and human
rights.”

All the "activist" buzzwords which indicates she arrives with stir paddle in hand, with a racist to be found under every rock.

“she is a product of the public schools, from Pacoima Elementary to San Fernando High. She was the first in her family to graduate from college.”

“The child of immigrant parents...” Three guesses as to where she stands on illegal immigration?

“Before being elected to the LAUSD Board, Nury served as the Mayor of the City of San Fernando.”

I've worked in San Fernando. The place struck me as trashed and way overstocked with illegals and gangbangers. Historically the place of two very different Latino American worlds from mostly English speaking in Richie Valens' 1950's to the Y2K Bastion of illegal migration and Rey Berrios “Cholo Style” gang bangers.

“Nury Martinez [actually] lives in the City of San Fernando”.

*****

Dr. Richard Vladovic

“Dr. Richard Vladovic has been involved in the education of children since the late1960s.”

Vladovic has been a teacher and has worked his way up from the trenches.

"Dr. Vladovic also proudly served in the Army and retired from the United States Army Reserves at the rank of Infantry Major. During his time in the military, he also served as a Commander, Brigade Race Relations Officer, and Staff Officer". [Vladovic has to be a couple of centuries old]

Vladovic seems to be involved mainly with educational programs.

Vladovic's Biography/Resume doesn't strike me so pushy like most of the others.

http://laschoolboard.org/

*****

Forty years of Chicano studies
Well the results, as far as their input into LAUSD, speaks for itself. With all their finger pointing and never the thought of looking at themselves as the problem, this failed system will continue, and at the taxpayer's expense. They keep pushing the 'victim' mentality social injustice theme, all the while excusing the lack of true school with a focus on marketable and usable skills. It matters much less if a student can read, do math or comprehend common sense situations. Just as long as they have 'pride' and can argue that it's the system and the country's fault. Being a victim is such a noble cause, who needs those pesky skills like reading and writing.

[Jeanfromfillmore]

Old 10-03-2009, 07:01 AM
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For curiosity, I thought I would check out the Crystal City Independent School District where the now long defunct race oriented political party La Raza Unida took over the School District and County government in Texas during the early 70's and essentially fired all the white employees. Many changes were made, including mandated bilingual education

The Crystal City ISD's Board of Trustees is composed of all Hispanic names.

RAYMUNDO VILLARREAL SUPERINTENDENT
MARICELA GUZMAN BOARD PRESIDENT
ANITA CUEVAS-LOMAS BOARD VICE-PRESIDENT
FRAILAN SENDEJO BOARD SECRETARY
BOBBY CASTILLO BOARD MEMBER
NERISELA FLORES-BALBOA BOARD MEMBER
ALFREDO GALLEGOS BOARD MEMBER
VICTOR LOPEZ BOARD MEMBER

******

Student population is 99%Hispanic, 87% economically disadvantaged.

11% are English language learners, 93.3% are Limited English Proficient. Also listed is a contradictory average English Language Arts score at 90% with the Texas average being 92%.

This puzzled me at first, but I suppose there is a difference between being a learner and being fluent, and how is English Language arts actually tested? Something is unexplained here.

[A friend employed by my local school district (Ca.) told me that the money for the district is in claiming English Learner dollars. Even if a kid is fluent in English, if the parents state that Spanish is the home language, the kid is used by the district for sucking in ELL money]

9% of students have an IEP (Individualized Education Program).

8% are migrants, moving from school to school.

Some sources exclude migrant data.

Test scores are below the Texas average.

******

The drop out rate At Crystal City High School has varying figures, depending on the source

>Crystal City ISD drop out rate of 4%

>2006-2007 drop out rate All Students 8.8%

>Dropout rate: 9.2%

>Dropout rate for Hispanic students: 9.3%

>High School graduation rate: 80.7%

>HS graduation rate for Hispanic students: 81.3%

The 4% rate is unlikely, and there is about a 10 % discrepancy between the other listed drop out rates and the listed graduation rates. And how are those rates actually calculated?

As in earlier examples, would this make a four year derived drop out rate of 30% to 40%? [Lincoln High School drop out rate 8% with a derived 4 year dropout rate of 33.4%]

Have the numbers been misrepresented?

******

Teacher turn over rate has been high in the past, reaching 17 percent one year. Latest figures I saw were for 2001. Perhaps ancient history by now.


The “Great Schools” website rating for Crystal City High School is a 3 out of ten, ten being best.

******

National dropout rates for Hispanics 1972 - 2007

32% 1972 36%1988 22% 2007

National dropout rates for blacks 1972 - 2007

22%1972 24% 1975 9% 2007

National dropout rates for White, non-Hispanic 1972 – 2007

13% 1972 6% 2007

I was surprised to find that the average graduation rate in Texas is higher than California.

2007 Texas 72.5% California 69.2


http://nces.ed.gov/pubs2009/2009064.pdf.

http://www.greatschools.net/cgi-bin/...8839#from..Tab

http://www.education.com/schoolfinde...district/high/

http://www.schools-data.com/schools/...STAL-CITY.html

http://www.crystalcityisd.org/pages/...ort%20Card.pdf

Forty years of Chicano studies

[Jeanfromfillmore]

Old 10-03-2009, 07:56 AM
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Originally Posted by kjl View Post
Well the results, as far as their input into LAUSD, speaks for itself. With all their finger pointing and never the thought of looking at themselves as the problem, this failed system will continue, and at the taxpayer's expense. They keep pushing the 'victim' mentality social injustice theme, all the while excusing the lack of true school with a focus on marketable and usable skills. It matter much less if a student can read, do math or comprehend common sense situations. Just as long as they have 'pride' and can argue that it's the system and the country's fault. Being a victim is such a noble cause, who needs those pesky skills like reading and writing.
A few years ago when the May Day skip school BS was going on, a reporter asked a high school girl from Rialto or Ontario why she ditched school.

The only reason the girl could come up with was "I'm doing it for my pride!", with little other notion of what it was all about - amnesty for illegal aliens.

It's just "socially permissible" racism. Let a white person even think of doing what they get away with concerning racism and watch how fast the race card gets thrown on them.

You can't really blame the gabacho anymore for Latino illiteracy. It's pretty hard to yell "the white man is holding me back!" when the people running the show have Spanish last names, south of the border family origins, and an education filled with Chicano studies.


Forty years of Chicano studies

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You know ilbegone, you may have a good theme for a public effort here. Maybe we should strategize on this a little, and bring this to our seerless leaders at the schools administration. I see a billboard event in the future....(insert cartoonlike Nostradamus icon here)

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Old 10-04-2009, 06:03 AM
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Default Larry Aceves Educator
This appeared in a local newspaper yesterday as a letter to the editor.

The author is a candidate for state superintendent of public instruction in 2010.

Quote:
Gaps have grown
Larry Aceves
Posted: 10/02/2009 08:16:48 PM PDT

RE: "SAT scores dip for high school class of 2009," Aug. 25.

The news that this year's SAT scores dropped an average of two points from last year should come as no surprise considering our schools have suffered severe budget cuts in recent years on top of decades of inadequate funding.

The news for Latino, African-American and low-income students is even more disconcerting, as the long-standing achievement gaps affecting these groups have widened.

The governor and legislators bemoan these disparities, yet they agreed to additional budget cuts for the coming year that will exacerbate these divides. While Sacramento has raised expectations for our schools and students to the highest in the country, they've driven school funding to the lowest per-pupil level in the country.

I am not a politician but a former teacher, principal and superintendent with 30 years' experience, and I know that our students have paid the price for the state's budget disarray for too long.

As state superintendent, I will be our schools top advocate for the adequate and equitable resources needed for all of our students to be successful in college and the workplace.

LARRY ACEVES
San Francisco

The author is a candidate for state superintendent of public instruction in 2010.

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Old 10-04-2009, 06:38 AM
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A whole thread could be devoted to Mr. Aceves. Lots of material.

Mr Aceves presided over Franklin-McKinley Elementary School District in San Jose for 13 years, retiring in 2006 when his district was nose diving in educational performance. The district is predominately "Latino" which seems to be of either the very recently arrived or unassimilated community derived of sudden mass migration. I believe the district is near state receivership, it's educational performance is beyond dismal.

However, the man has expended a lot of shoe leather over a 30 year career meeting people and seems to have created a network of alliances.

Just a few of the organizations he has participated in; California City Superintendents Association, the California Association of Latino Superintendents, and the Association of California School Administrators. He has achieved leadership position in several educational associations.

Lots of Latino contacts. Lots of Latino Superintendents out there.

Forty years of Chicano studies

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Old 10-04-2009, 07:15 AM
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Besides the racial bias towards "Latinos" (regardless of national origin or legality of residence) in our school system, there are tons of other problems associated with the unassimilated or uncaring.

I'm not sure exactly what the apples versus oranges are in some of this discussion.

Mr Aceves and other like minded people want to throw more money at whatever the problem is, and in self interest concerning employment they have a further reason to deplore the recent cuts.

However, I believe that classroom education, for the most part, consumes over 60 cents out of every dollar in California. I believe in Texas, it's around 50% of the same dollar. And Texas has a higher graduation rate than California.

Both have a high ratio of Latinos in the schools, and I believe the schools which have those high ratios have a high drop out rate in both states.

Where are the apples and oranges here?

Quote:
According to Larry Aceves, a retired schools superintendent who is running for state Superintendent of Public Instruction, the information on graduation rates put out by the state is far from accurate.

"I don't want to paint everything with a broad brush," he said, but speaking generally, the way schools count how many students graduate from high school is "not an accurate process."

Aceves said he believes the official graduation rates suggest California schools are doing better than they really are.

"I think we're giving ourselves credit for more than is due," he said. "We don't have an accurate way of learning what happens to kids when they don't show up. We need to have a system that says if a child doesn't come back, every effort is made to find out what happened." 9-27-09
http://www.chicoer.com/lifestyle/schools/ci_13431762
Quote:
Aceves notes that the job of superintendent is an increasingly political, high-profile position that must answer to business leaders, parents, teachers, students and the community at large. Finding men and women with the personality and stamina to take on so many challenges is no easy task. http://www.cftl.org/pressroom_clipvi...c_12_11_06.php
Quote:
The future for leadership in public education looks bleak,” said Wes Smith, 37, superintendent of the Cascade Union Elementary School District in Anderson, near Redding. “A lot of experienced people are retiring, and a lot of people who are qualified don't want the job. But if we want to have great schools, they demand and deserve great leadership.”
And, in spite of the performance of Franklin-McKinley under Acevas' stewardship,

Quote:
In 2005 Larry was awarded the Association of California School Administrators Marcus Foster Memorial Award. In 2001 he was named Santa Clara County Superintendent of the Year as well as Catholic Charities’ Top Community Partner.
What happened? Aceves will say that it was a lack of funding.

Quote:
While the dropout rate for Santa Clara County is about 15 percent, for Latino students it is 26.6 percent, also higher than the state's.

Local teachers were at a loss to explain why Silicon Valley's Latino and African-American students are doing worse than their peers in other parts of the state.

Weis said educators must radically rethink classroom instruction and replicate the strategies that appear to be succeeding: working with students in small groups, making sure students never fall behind and bringing families into the conversation.

"We need to change the way we are teaching," Weis said. "The fact that we are least effective with our fastest-growing demographic does not bode well for the future. It's the No. 1 issue of this decade."

Alum Rock and Franklin-McKinley, along with 10 other districts in Santa Clara County, are now on the PI list. If they don't improve, they face a possible state takeover of their schools. 2009

http://www.individual.com/story.php?story=106951955
Forty years of Chicano studies

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Old 10-04-2009, 07:19 AM
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Originally Posted by AyatollahGondola View Post
You know ilbegone, you may have a good theme for a public effort here. Maybe we should strategize on this a little, and bring this to our seerless leaders at the schools administration. I see a billboard event in the future....(insert cartoonlike Nostradamus icon here)
PM me. Lengthening to at least ten characters.

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Old 10-04-2009, 07:42 AM
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A short bio on Aceves.

Aceves was educated when the Chicano movement was starting up and full full steam with public radicalism. I wonder if he was a Mecha member.

Quote:
Aceves is a first generation American. His parents were
working-class immigrants who raised Aceves and his four
siblings in Calexico, California. Aceves graduated from
San Diego public schools and served as a paratrooper
in the 82nd Airborne Division. He earned his bachelor’s
and master’s degrees in education from San Diego State
University.
He began his educational career in 1974 as a teacher
in San Diego and has served in school districts in San
Diego, San Jose and the Central Coast.
He’s been a teacher, principal and superintendent, and
when he retired in 2006, he had served as superinten-
dent of the Franklin-McKinley school district for 13 years
Forty years of Chicano studies

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Old 10-04-2009, 07:58 AM
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Presented for interest. The Calsa membership application

Quote:

The California Association of Latino Superintendents and Administrators (CALSA) offers various levels of membership opportunities. CALSA brings together a network of educators and business representatives whose interest is in the advocacy of educational opportunities for Latino children.

As a CALSA member you will receive bimonthly association activity updates through the CALSA E-mail newsletter. Members receive a discounted conference rate for the Annual Summer Institute.

CALSA conferences highlight: best practices, opportunities to submit nominees for high school scholarships, unparalleled networking opportunities and eligibility to participate in the CALSA Administrator Mentoring Program.

The membership categories are as follows:

SUPERINTENDENT: Those that hold the title of Superintendent.

ASSOCIATE LEVEL: Includes educators other than the district superintendents of schools, inclusive of full-time students.

RETIREES: This membership is for full-time retirees not engaged in marketing or representing businesses and/or corporations.

BUSINESS/CORPORATION/ASSOCIATION: Association provides up to six individual memberships.

FACULTY AND ADMINISTRATORS FROM HIGHER EDUCATION: Includes faculty from universities and colleges.

Please complete the following membership form and submit it directly from our site, then mail your membership fee to:

CALSA
19635 Redding Dr.
Salinas, California 93908

Your membership will cover from July 1 through June 30 and will be activated once your completed application and membership fee has been turned in.

The dues for 2007-2008 are: $200/year for Superintendents, $100/year for Associates, $100/year for Retirees, $1000/year for Businesses, $500/year for Associations, and $500/year for Higher Education Group (CLEAR) members (up to six individuals).

Please direct any inquiries about membership to Dr. Fernando Elizondo at trinityotr@aol.com


Please Note: Bold Fields are required.

Title
First Name Middle Name Last Name
Job Title
Organization
Work Phone
Home Phone
Email
Please indicate the type of membership you are purchasing.
I believe I saw a job posting area on the website which was for members only. Would that be the pool from which administrative candidates are selected? Would that be racial discrimination? Can a white or black educator become a member of this organization and enjoy the networking benefits?

Is this a racist organization in that it selectively advocates educational opportunities for Latino children only as opposed to all children?

How loud would the outcry be if there was an organization devoted only to white children?

Forty years of Chicano studies

[Jeanfromfillmore]

Old 10-04-2009, 09:16 AM
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Following are some "connect the dots" posts.

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Old 10-04-2009, 09:22 AM
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Connect the dots #1:

Quote:
Calsa sponsored a Jack O’Connell for State
Superintendent of Public
Instruction fundraiser on Feb 8. (2002)

Co-sponsoring the Event were ACSA
Region 10, California Teachers
Association, and the California
County Superintendent’s Assocation.

Approximately 80 folks attended and
were able to chat with Senator
O’Connell about both current
future educational issues he
would address as State
Superintendent Of Instruction.

Calsa has endorsed Senator
O’Connell for SPI.

The event
held in
Fernando and Susan Elizondo’s Salinas
home.
http://docs.google.com/gview?a=v&q=c...6cGGBBRFwDvs4Q

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Old 10-04-2009, 09:27 AM
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Connect the dots #2

Quote:
CALSA Past Presidents, Aceves and Delgado, Launch
Campaigns

CALSA past presidents Larry Aceves and
Arturo Delgado are on the campaign trail.
Larry Aceves retired Superintendent from
Franklin McKinley School District has
announced his candidacy for State
Superintendent of Public Instruction.

Larry served as CALSA president and was
instrumental in crafting the vision in the
early years of CALSA. He also has served
as ACSA President and has garnered numerous statewide awards
and recognitions. He retired in 2007 and is a partner in Leadership
Associates.

Larry is making history as the first Latino superintendent
to run for this prestigious office. In a field of three candidates Larry is
the only one with an education background. In a Statewide poll
commissioned by ACSA, Larry polling numbers as to favorability were
around the 60% mark over the other two candidates
http://74.125.155.132/search?q=cache...ient=firefox-a
Forty years of Chicano studies

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Old 10-04-2009, 09:40 AM
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Connect the dots #3

Quote:
California Department of Education News Release
Release: #03-42
August 6, 2003

O'Connell Names Local School Superintendent to California Quality Education Commission

SACRAMENTO — State Superintendent of Public Instruction Jack O'Connell has appointed Larry Aceves, superintendent of Franklin-McKinley School District to the newly formed California Quality Education Commission.

Last year, the state Legislature established the commission under AB 1026 (Strom-Martin) to provide state policymakers with the tools necessary to establish reasonable costs associated with schools and guidelines as to how best direct available resources to our schools. The California Department of Education is providing the primary support for the establishment of the commission and the State Superintendent of Public Instruction is responsible for two commission appointments.

"I'm extremely pleased that Larry has accepted this important appointment," stated O'Connell. "His extensive experience in education, both as a classroom teacher and administrator, makes him ideally suited to the task of developing a plan with the goal of helping to ensure that all our kids can meet California's high academic performance standards."

Aceves currently heads one of the most culturally diverse school districts in California. The district serves more than 10,000 students who speak 54 languages other than English. Prior to assuming his current position, Aceves served as superintendent of the Alum Rock School District and before that, he worked as deputy superintendent of the Pajaro Valley Unified School District in Santa Cruz. He also was a principal and bilingual education teacher in San Diego. Aceves received his bachelor's degree in Fine Arts and Humanities and his master's degree in Curriculum and Instruction from San Diego State University.

"Larry has been involved in public education as both teacher and administrator for 30 years. His wealth of experience and knowledge makes him a great asset to this new commission," O'Connell said.http://www.cde.ca.gov/nr/ne/yr03/yr03rel42.asp
"I'm extremely pleased that Larry has accepted this important appointment," stated O'Connell. "

Aceves was a primary functionary in the election of former State Senator to the post of Superintendent of public instruction in 2002, O'Connell Appoints Aceves to the newly formed California Quality Education Commission in 2003, and Aceves is now campaigning for 2010 Superintendent of public instruction.

Forty years of Chicano studies

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Old 10-04-2009, 10:15 AM
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Quote:
Larry Aceves can be superintendent not beholden to special interest groups, since he has not been a career politician.

http://www.sanjoseinside.com/sji/blo...c_instruction/
Bullshit.

Aceves has been of President both of these organizations.

Quote:
ACSA Board endorses Aceves bid for SPI in 2010
The ACSA Board of Directors recently unanimously voted to officially endorse Larry Aceves for superintendent of public instruction in 2010.
http://www.acsa.org/FunctionalMenuCa...eves-2010.aspx
Quote:
Larry Aceves Endorsed By California's Largest Organization Of Latino School Administrators

Endorsement demonstrates growing support for lifelong educator's 2010 Superintendent of Public Instruction campaign

The Larry Aceves campaign for Superintendent of Public Instruction today announced receiving the endorsement of the California Association of Latino Superintendents and Administrators (CALSA)
http://ja-jp.facebook.com/note.php?n..._fb_noscript=1
Some wildcards

Quote:
Meanwhile, Aceves appears to have secured his base among the people who actually run schools and called himself a “down in the dirt educator” that will run a nontraditional, grassroots campaign.

The candidate added that he also hopes to seek contributions from bigger donors, arguing that a successful SPI campaign will take at least two to four million dollars.

Long-time Democratic strategist Steve Maviglio said that in the end, big ticket contributors will be essential to determining the winner.

“Aceves hasn’t cornered the market,” he said. “The name of game in this race is going to be independent expenditures by EdVoice, CTA, and other players that typically run their own campaigns.”
http://ja-jp.facebook.com/note.php?n..._fb_noscript=1
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Quote:
“Aceves hasn’t cornered the market,” he said. “The name of game in this race is going to be independent expenditures by EdVoice, CTA, and other players that typically run their own campaigns.”
Here; Let's readjust those words to show what it should have said:

Quote:
The name of game is race.

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Old 10-04-2009, 07:37 PM
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He seems to have learned the 'you scratch my back, I'll scratch yours' routine and is using it well.

What amazes me is that private schools cost so much less per student and give a better education. This crap of 'throw more money at the problem and it will be fixed' has been their excuse and solution and used for so long that they actually believe that it's true. But the public is getting tired of hearing it, when there's proof out there that it's not true.

The focus of education today is to coddle the student so that they have a feeling of accomplishment, even if they don't. They're considered good students if they just show up. That skills they learn seems to secondary to their feelings and they expect a good grade no mater what they turn in. Everyone 'owes".

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Old 10-05-2009, 09:41 AM
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An opinion piece by Roman Zhuk concerning budget cuts in the University Of California, edited version. Link for full version at bottom.


Quote:
I'm a UC Berkeley student, and I went to class on Thursday rather than joining the campus walkout in protest of proposed tuition fee hikes.

I went because I'm sick and tired of a professional caste of malcontents among the students, faculty and workers that raises a hue and cry every time reality does not live up to their ill-founded sense of entitlement.

I like UC President Mark Yudof - he's an intelligent, articulate leader in difficult circumstances. That said, his commitment to "equity" - that is, budget cuts are to be distributed as equally as possible - is mistaken. It seems to rely on the idea that everything the university does is equally useful. Most reasonable people, however, will agree that this isn't quite true.

UC medical schools and hospitals are on the cutting edge of research - they save the lives of patients throughout the world with their innovations. We are supposed to redirect the bonuses their faculty receives for their fine work so the ethnic studies departments and the like don't lose any funding? No, thank you. I know the benefit of UC medical centers - I'm a bit less clear on the benefit to the general population arising from the ethnic studies department .

You are going to hear a lot of "demands" from the protesters. Pose this question to those making these demands: "There is a budget gap of hundreds of millions of dollars - where do you suggest the money to meet your demands comes from?"

The answer is that there is no easy answer. There is going to be pain and suffering. Students are going to have to figure out how to come up with more money for their tuition. Professors are going to have to make do with some reductions in their pay, as millions of other Americans are doing.

Nobody's happy about this. But higher education can't be isolated from the tribulations of the outside world. Skipping a day of school and pretending that something will magically change is a charade in which nobody should indulge.
http://www.sgvtribune.com/ci_13427368
This opinion piece by Roman Zhuk does not constitute either endorsement or affiliation to any organization or cause.

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Old 10-05-2009, 10:30 AM
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Quote:
Originally Posted by kjl View Post
He seems to have learned the 'you scratch my back, I'll scratch yours' routine and is using it well.

What amazes me is that private schools cost so much less per student and give a better education. This crap of 'throw more money at the problem and it will be fixed' has been their excuse and solution and used for so long that they actually believe that it's true. But the public is getting tired of hearing it, when there's proof out there that it's not true.

The focus of education today is to coddle the student so that they have a feeling of accomplishment, even if they don't. They're considered good students if they just show up. That skills they learn seems to secondary to their feelings and they expect a good grade no mater what they turn in. Everyone 'owes".
Aceves does appear to be quite the political back scratcher for a racist cause.

There was the comment by a teacher that the only reason Charter Schools work is because they have control over who enrolls and greater control over expulsion, and I suspect that the same is true for private schools.

Gang Banger? Gone.

Too distracted with the party next weekend, that Quinceanera next month, romance and young lust and the general lack of cultural value for education? Don't want to be here? Ditching school? Gone.

The public schools in California have to deal with all of it, as well as non proficient English speakers, as well as the agenda of "teaching" kids that they are "exploited Mexicans" rather than American students. Again, as well as pushing that "you're so special" entitlement crap on all the kids. All to the detriment of education while throwing dollars to the wind.

Chicanista "Aztlan" is running on only three cylinders. Low literacy rates and Latino drop out rates the same as forty years ago in a school system subverted by racist Chicanismo.

Forty years of Chicano studies

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Old 10-06-2009, 10:00 AM
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To try to make sense of California school funding and expense is a difficult task. Sources of School funding are about 60% state, 20% federal, and a hodgepodge of other sources, such as Mello-Roos assessments and developer fees.

It is a lot of work to sort through the information and make the apples work with the oranges. There is incomplete and sometimes contradictory information, some of which may come from misrepresented information in reports. There are different methods for interpreting data, and there are different methods of presenting data.

One report may compare teacher's salaries in various states and adjust for cost of living, but doesn't tie in cost per pupil, drop out rate versus graduation data or learning proficiency. There is a lot of room for misinterpretation or manipulation of data.

Some things come through on a common enough theme.

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Old 10-06-2009, 10:03 AM
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About California's K–12 System

About half of all California students are Latino and about a third are white.
California’s students face particular academic challenges given that almost half of them are from low-income families and a quarter are identified as English learners.

The state contributes about $6 out of every $10 that goes to public education, and state leaders largely control how much funding each school district in California receives.

Each district has an elected school board that determines how to spend the money allocated by the state, but the board does so within the constraints of state and federal law and (with very few exceptions) collective bargaining commitments.

In 2006–07, California had more than 600 charter schools, serving 3.6% of the state’s K–12 student population.

California’s expenditures per pupil began losing ground compared with the national average in the late 1970s and have remained below the national average since 1982.

More than 80% of school expenditures are for salaries and benefits for certificated staff—including teachers, administrators, and other professionals—and classified staff, such as bus drivers, clerks, and cafeteria workers.

California public schools have only about three-quarters as many staff members as do schools on average in the United States.
Since 1998, California has invested more than $70 billion ($35.4 billion in state bonds plus $36.5 billion in local bond measures) in improving and expanding its school facilities.

http://www.edsource.org/sys_overview.html

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Old 10-06-2009, 10:15 AM
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Teachers' Salaries

The average teacher salary in California was $63,640 in 2006–07, according to the NEA, higher than any other state. The U.S. average was $50,758. However, the relatively higher cost of living in California is a significant factor. When comparing teacher salaries among states, both the cost of living in each state and the seniority of the workforce play a role.

The American Federation of Teachers looked at average teacher salaries in 2000–01 and determined that when cost-of-living factors were taken into account, California ranked 16th in the nation.

**

Teacher Salary and Expenditure Comparisons chart for 2006-07

I can't make the chart intelligible here. It is worth seeing. http://www.edsource.org/sys_overview.html

**
A more recent 2005 analysis of elementary school teacher pay in 50 major metropolitan areas by the National Center for Policy Analysis (NCPA) provides further perspective. NCPA found that although elementary school teachers in San Francisco rank 2nd among the 50 areas with an unadjusted average salary of $59,284, the salary falls to $32,663 when adjusted for the cost of living, and San Francisco falls to 49th among the areas they compared.

Similarly, Los Angeles elementary school teachers' average salary ranked 4th before a cost-of-living adjustment and 48th after. Findings for secondary school teachers were similar.

NCPA determined metropolitan areas' cost of living by using the American Chamber of Commerce Researchers Association Cost of Living Index and calculated average teacher salaries using the U.S. Bureau of Labor Statistics' Metropolitan Area Occupational Employment and Wage Estimates report.

[Jeanfromfillmore]

Old 10-06-2009, 10:21 AM
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High School Dropout and Completion Rates in the United States: 2007

Compendium Report

data for the District of Columbia, and Vermont were suppressed because
reporting standards were not met


Status dropout rates by race/ethnicity: The 2007 status dropout rates of Whites (5.3 percent) and Asians/Pacific Islanders (6.1 percent) were the lowest among the racial/ethnic groups considered in this report. The Black status dropout rate was 8.4 percent, followed by the Hispanic rate (21.4 percent) (table 6).

2007, the South and the West had higher status dropout rates (10.1 percent and 10.0 percent, respectively) than the Northeast and the Midwest (6.8 percent each)

Status completion rates by race/ethnicity: In 2007, among 18- through 24-year-olds not currently enrolled in high school, Whites and Asians/Pacific Islanders had higher status completion rates (93.5 percent and 93.1 percent, respectively) than Blacks (88.8 percent) or Hispanics (72.7 percent)

In 2007, some 56.1 percent of foreign-born Hispanics ages 18–24 who were not currently enrolled in high school had completed high school (table 9). Compared to foreign-born Hispanics, status completion rates were higher for Hispanics born in the United States

(85.9 percent for “first generation” and 85.1 percent for “second generation or higher”), although in each immigrant category Hispanics were less likely than non-Hispanics to have earned a high school credential

Status completion rates by region: Consistent with status dropout data by region, 18- through 24-year-olds in the South and West had lower status completion rates (87.2 percent and 87.1 percent, respectively) than their contemporaries in the Northeast (92.1 percent) and Midwest (91.4 percent)

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Old 10-06-2009, 10:24 AM
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Interactive Map: See the latest high school dropout data for every local school (Sacramento region)

Phillip Reese
preese@sacbee.com

Published: Tuesday, May. 12, 2009 - 1:07 pm
Last Modified: Tuesday, May. 12, 2009 - 2:59 pm

Almost 5,000 students dropped out of high schools in the four-county region last year, according to statistics released by the state Tuesday. This map shows the high school dropout rate over the last four years at every high school with more than 150 students. Schools with a lot of kids in poverty had the highest dropout rates. Notice how many Alternative/Continuation schools have extremely high dropout rates, and often sit next to schools with low dropout rates. Critics sometimes contend many high schools foist likely dropouts onto these schools.

http://www.sacbee.com/1098/story/1855501.html

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Old 10-06-2009, 10:27 AM
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Percentage of public high school students who graduate on time with a regular diploma.

In 2005-06, about three-quarters of the 2002-03 freshman class graduated from high school with a regular diploma.

This indicator examines the percentage of public high school students who graduate on time with a regular diploma. To do so, it uses the averaged freshman graduation rate—an estimate of the percentage of an incoming freshman class that graduates 4 years later.

For each year, the averaged freshman enrollment count is the sum of the number of 8th-graders 5 years earlier, the number of 9th-graders 4 years earlier (when current-year seniors were freshmen), and the number of 10th-graders 3 years earlier, divided by 3. The intent of this averaging is to account for the high rate of grade retention in the freshman year, which adds 9th-grade repeaters from the previous year to the number of students in the incoming freshman class each year.

Among public high school students in the class of 2005-06, the averaged freshman graduation rate was 73.2 percent in the 48 reporting states; that is, 2.6 million students graduated on time (see table A-19-1). Pennsylvania, South Carolina, and the District of Columbia did not report graduation counts in this year. Among the states that reported the 2005-06 graduation counts, Wisconsin had the highest graduation rate, at 87.5 percent. Thirteen other states had rates of 80 percent or more (ordered from high to low): Nebraska, Iowa, Minnesota, New Jersey, South Dakota, Vermont, North Dakota, Montana, New Hampshire, Missouri, Connecticut, Idaho, and Arkansas. Nevada had the lowest rate, at 55.8 percent. Nine other states had graduation rates below 70 percent (ordered from high to low): California, New York, New Mexico, Alaska, Alabama, Florida, Mississippi, Georgia, and Louisiana.

In order to compare rates across years, the averaged freshman graduation rates for the District of Columbia and the two states that did not report in 2005-06 were estimated. When these estimates are included with the reported 2005-06 data, the estimated rate for the nation is 73.4 percent. Using these estimates, the overall averaged freshman graduation rate among public school students increased from 71.7 percent for the graduating class of 2000-01 to 73.4 percent for the graduating class of 2005-06.

However, between 2004-05 and 2005-06, the overall averaged freshman graduation rate decreased from 74.7 percent to 73.4 percent. Overall, between school years 2000-01 and 2005-06, there was an increase in the graduation rate in 40 states and the District of Columbia; 9 of these states (Arkansas, Delaware, Hawaii, Kentucky, Missouri, New York, North Carolina, South Dakota, and Tennessee) and the District of Columbia (2004-05 data) had an increase of greater than 5 percentage points. The graduation rate decreased in 10 states (Alaska, Arizona, California, Louisiana, Michigan, Nevada, New Jersey, North Dakota, Utah, and Virginia), with Nevada being the only state experiencing a decline of greater than 5 percentage points.

http://nces.ed.gov/programs/coe/2009...ndicator19.asp

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Old 10-06-2009, 01:46 PM
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So, what has forty years of Chicano studies leading to Chicanista takeover of the school system and many governmental office and civil service managerial positions as well as the Aztlanista demand for unfettered immigration done for Latinos of all varieties? All the veiled racism and racial agenda in "social justice" and "diversity"? That somehow Latinos are "push outs" rather than "drop outs"? That Latinos are victims of white exploitation and oppression?


About half of all California students are Latino and about a third are white.

Almost half of California students are from low-income families, who pay a minimum of taxes and consume a majority of public social services.

A quarter are identified as English learners.

The higher cost of living in California is a significant factor concerning faculty, administrative and other educational costs. Those factors are felt among the rest of the tax paying population in California as well.

In 2007, some 56.1 percent of foreign-born Hispanics ages 18–24 who were not currently enrolled in high school had completed high school .

Compared to foreign-born Hispanics, status completion rates for American born Latinos were higher

Graduation rates for Hispanics born in the United States were 85.9 percent for “first generation” and 85.1 percent for “second generation or higher”

In each immigrant category Hispanics were less likely than non-Hispanics to have earned a high school credential.

18- through 24-year-olds in the South and West had lower status completion rates (87.2 percent and 87.1 percent, respectively)

Again, Luis Torres says it best.

Quote:
We stood up, and it mattered.

By Luis Torres
Quote:
The Chicano walk out of 1968 was about dignity and fundamental change that we're still striving for...

We also wanted to protest the conditions that led to a drop out rate hovering around 45%. Barely half of us were making it out of high school. Something was desperately wrong and we wanted to do something about it...

I gained a pride in my heritage that made me more comfortable with who I was -- a young man whose parents were from Mexico. I overcame the shame that I used to feel as a kid when my mother "spoke funny" in public. ..

In those times, I remember reading that "the best way to get the Man off your back is to stand up." We stood up on that day...

Forty years ago, the (white) Los Angeles school board was the Man. Today it (the militant brown board) is an ally with the community in the effort to improve education...

The drop out rate at my alma mater, Lincoln High School, and the other Eastside high schools is still about 45%...

PDF:

http://classjump.com/mrcilker/docume...20mattered.pdf

HTML:

http://www.latimes.com/news/printedi...,5135201.story
The failure of forty years of Chicano studies

You can't blame it on the white man anymore, and no amount of money thrown at the problem will make a difference.

No more imported poverty. Enforce our immigration laws now.

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Old 10-07-2009, 08:25 AM
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Default Drop outs and crime
It has been admitted by Latino activists that the drop out rate is virtually unchanged from 40 years ago, even though Chicanista dominated administration virtually dictates the school curriculum.

Quote:
WASHINGTON - More than 3,400 murders and 172,000 violent assaults nationwide could be prevented if high school graduation rates were boosted by just 10 percent, a report released Wednesday says.

Law enforcement officials from across the country joined the national group Fight Crime: Invest in Kids to unveil the report, which shows that high school dropouts are three and a half times more likely than graduates to be arrested and eight times more likely to be imprisoned.

"With numbers like this, we're not just looking at dropouts, we're looking at a major public safety crisis," said Boston District Attorney Daniel Conley.

Nearly 70 percent of all inmates in the nation's prisons did not graduate from high school, the group said in a news release.

"I can tell you where to find dropouts. You can find them in any state. Go to where there are drug deals or prostitution going on. There are some as young as 13," said San Diego Police Chief William Lansdowne.

"Far too often, today's dropouts are tomorrow's criminals," he said.

The group is calling on Congress and state lawmakers to expand and pay for pre-kindergarten programs such as Head Start.

"Research shows that children who receive quality early childhood education have a much better chance of finishing high school," Cincinnati Police Chief Thomas Streicher said.

Nationally, more than $15 billion in lost wages and taxes, and health care and incarceration costs would be saved per year if graduation rates were increased by 10 percent, the report said.
http://www.azcentral.com/news/articl...ts0820-ON.html
Forty years of Chicano studies

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Old 10-07-2009, 09:02 AM
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I'm going to explore the relationship between high Latino drop out rates and crime.

I was going to just cut and paste some stuff, but that's not right. I need to look at the problem a little closer.

There has been quite a stir on the anti illegal immigration side concerning "anchor babys" being gang bangers, this has been dismissed by the opposite corner as "nativist propaganda", and such.

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Quote:
Originally Posted by ilbegone View Post
I'm going to explore the relationship between high Latino drop out rates and crime.

I was going to just cut and paste some stuff, but that's not right. I need to look at the problem a little closer.

There has been quite a stir on the anti illegal immigration side concerning "anchor babys" being gang bangers, this has been dismissed by the opposite corner as "nativist propaganda", and such.
Yes, we nativists are not allowed an opinion on our government.

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Old 10-07-2009, 09:42 AM
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For various reasons, one side wants to flood the country with people from Mexico. The immigrants, legal or not, have children. Some of those children become educated and have a purpose, get into all levels of education and all levels of government. Everything to do with enforcing immigration laws is made to be difficult, while social services are virtually pushed on new arrivals from south of the border. Meanwhile, multi generational kids who don't know the difference between Der Weinerschnitzel chili and a Mexican grandmother's version of Mole Poblano are inundated in school with a selective version of "Mexican" culture in school simply because of the tint to their skin.

However, educational achievement for that demographic is virtually unchanged from forty years ago, despite all the "programs" and "interventions" which weren't there forty years ago.

Latinos are more likely to be drop outs, despite curriculum which caters towards them, and drop outs are much more likely to be involved with crime.

There is the statement that funding programs is more cost effective than incarceration. However, where is the money going to come from? Why do we, regardless of race, have to cater to one ethnicity's inherent back ground cultural problems? Why aren't these children encouraged to assimilate in school rather than pointed back to Mexico at every turn? Race doesn't make for attitude. Why the attitude?

I look back at The Labyrinth of Solitude, wherein Octvio Paz writes in 1958 to the effect that the "Mexican" of Los Angeles doesn't want to be a part of either Mexico, or America, that he goes out of his way to be different and, even though he knows it is dangerous for him to do so, intends to offend.

I'm going to have to reread Paz. But, why the general attitude which leads to failure in America society? Can money thrown at that issue actually solve the problem?

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I'm going to have to reread Paz. But, why the general attitude which leads to failure in America society? Can money thrown at that issue actually solve the problem?
Money isn't a cure for most problems that aren't directly related to financing. It does act as two things when it falls ou of that category:

A placebo

A salve on an open wound.

In either case, the producers and handlers of the alleged cure are the ones profiting; not the patient

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Old 10-07-2009, 01:40 PM
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Here is an editorial by the Press Enterprise. This is slightly off topic because it doesn't specifically mention drop outs or "Latino", whether the Latino is Mexican or American born, and however slight or great there is a cultural difference between those with different nationality of childhood and youth.

I include this because it talks about programs and budget cutting in overcrowded prisons, similar to the rhetoric coming out of overcrowded schools, the fact that Latinos are the least likely to finish high school, and drop outs are more inclined towards criminal activity.

Quote:
The Press-Enterprise

Prison miscue

Budgetary savings should not come at the expense of coherent corrections strategy. The state's efforts to trim corrections spending target the programs that stand the best chance of easing crowding in state prisons. The state should focus on cutting the number of ex-cons who reoffend, not continue setting muddled policy that perpetuates prison crowding.

The California Department of Corrections and Rehabilitation announced last month that it would trim $250 million from education, job training, counseling and other programs for adult prisoners. The cuts represent more than a third of the budget for such programs.

The move is part of the state's effort to pare $1.2 billion from the $10 billion the state spent on corrections last fiscal year. But trimming programs that help inmates avoid returning to prison is a bizarre strategy for a state that needs to reduce its inmate population. California will never fix its prisons by sacrificing long-term reforms for short-term savings.

The state's prisons are crowded to nearly double their intended capacity, and a panel of federal judges has ordered the state to shrink the inmate population by more than 40,000 in the next two years. The state has about 148,000 prisoners in 33 prisons, plus another 17,000 in camps and other facilities. Trimming the number of inmates would also cut corrections costs, which have more than doubled over the past decade.

A big part of the reason for the crowded conditions in prison is the dismal fact that two-thirds of California parolees end up back behind bars within three years. The causes for that record are complex, but a key factor is that many inmates lack education and job skills and struggle with addictions or mental health ills.

A prison system that makes little attempt to address those issues, and simply releases inmates with $200 and no prospects, can expect those people to return to incarceration. A variety of official reports on prisons over the past decade have highlighted the need for programs that can help inmates avoid trouble upon release.

Corrections officials plan to cope with the budget cuts by directing the remaining funding to the most effective programs. That would be a sensible strategy, if the department knew which programs met that benchmark. The state auditor reported last month that corrections spent $208 million on prison education in 2008-09, but had no way to tell if the courses were doing any good.

And the cuts work at cross-purposes with spending reductions approved by the Legislature last month. The legislative plan would save money by shortening prisoners' sentences if they finish education, drug treatment and other programs -- just as corrections officials slash those services.

Comprehensive reforms could save money and convince federal judges the state can responsibly oversee prisons. But that approach requires a consistent plan for change, not a bunch of conflicting ideas thrown together to relieve a budget meltdown.
This editorial by the Press Enterprise does not indicate endorsement of or affiliation to any organization or cause.

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Old 10-07-2009, 01:53 PM
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Quote:
A big part of the reason for the crowded conditions in prison is the dismal fact that two-thirds of California parolees end up back behind bars within three years. The causes for that record are complex, but a key factor is that many inmates lack education and job skills and struggle with addictions or mental health ills.
Perhaps some of the reason is that society continues to punish the convicted long after sentence has been served, and few want to hire a convict. Making an honest living is therefore difficult for the sincere and repentant.

As well, there is often an attitude or presence carried out of prison which applies to criminal or prison society and does not mesh with the rules of civil society.

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Old 10-07-2009, 02:51 PM
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DEPARTMENT OF CORRECTIONS AND REHABILITATION

INFORMATION ON POPULATION AND INMATE CHARACTERISTICS

AUGUST 15, 2006


• We currently have over 172,000 inmates as of August 9, 2006. Of
these, over 160,000 are males and almost 12,000 are females housed
in 33 institutions, 40 camps, and 12 community correctional centers
throughout the state.

• According to a recently released report by the Public Policy Institute
of California, our prison population is aging, with inmates under the
age of 25 representing a steadily declining share while the number of
prisoners in older age groups continues to grow.

• This most likely has a correlation with the fact that prisoners serving
time for violent crimes are now a majority of our population, and that
share is growing. In contrast, drug offenders are representing a
smaller share of the prison population and now comprises
approximately 20 percent of the prison population.

• Our male population is comprised of
38% Latino,
29% African American,
27% White,
6% Other.

Females are comprised of
39% White,
29% African American
28% Latina
5% Other.

• After California’s incarceration rate per 100,000 persons peaked in
1998 at 673, our rate has declined over the last eight years to its
current rate of 616. At the same time, the incarceration rate in the rest
of the United States has continued to increase slightly. Today,
California’s ranks 17th among all states for incarceration rates, with
our rate of 616 slightly above the national average of 573.

• In terms of the yearly admissions to California’s prisons, in 2005 we
had 70,573 admissions, and 61,999 parole violators.

• The next page puts our population into perspective. While we have
almost 62,000 parole violators returned during the year, this only
makes up a little over 11 percent of our total inmate population at any
given time. In addition, this percentage is projected to decrease over
time.

• The growth in our population over the last several years, and the
population that continues to grow at the greatest rate, as shown in our
chart, is the population of inmates who are serving life terms.

• What is the makeup of each of these groups of felons in prison?
Starting with felons serving a life term, these are people convicted of
first and second degree murder, certain acts of attempted murder,
kidnap for ransom and robbery, and “third-strike” felons.

• Parole Violators—there is a tendency to refer to any parolee returned
to prison without a new term as a “technical” parole violator. In
looking at the reasons why parolees return to prison over a year’s
period, however, the data show that 82% of parolees returned to
prison for these so-called “technical” violations were actually returned
for criminal conduct.

• Only 18% of the returns could truly be considered a technical or
“status” offense. In addition, of these returns, the majority of the 18%
of these returns were in cases where parolees had absconded while on
parole—these made up 65% of these cases—in which parole and local
law enforcement authorities had issued a warrant for the arrest of the
parolee for absconding while on parole. While this is not technically
a crime, parole absconders do pose a risk to public safety.

• Of the 18,508 parole violators in prison, a little over 3,000 are there
for “technical” parole violations. Factoring 65% of those for parole
absconders would leave you with a little over 2,000 parolees in for
technical violations.

• If the Department stopped returning technical parole violators to
prison, the inmate population would only be reduced by 2,000 to
3,000 inmates.

• Determinately-sentenced felons—Currently, this is the breakdown by
offense category of the felons housed in our facilities—over 85,000
were sentenced for crimes against a person, over 36,000 for property
offenses, over 35,000 for drug offenses, and almost 13,000 for other
crimes.

• Of our property offenders, almost 7,000 had one prior conviction for a
serious or violent felony, and another 6,000 had two or more
convictions.

• Of our drug offenders, almost 7,000 had one prior conviction for a
serious or violent felony, and another 5,000 had two or more
convictions.

• How many of our property and drug offenders are truly first time
offenders? Our data show that approximately two-thirds of these
offenders have at least one prior conviction.

http://docs.google.com/gview?a=v&q=c...O1-cO7Tqrh_fDw

[Jeanfromfillmore]

Old 10-07-2009, 08:00 PM
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This is an ugly search. It reminds me of working in a back yard so full of dog shit that it is difficult to step between the piles of shit. This needs a rake, a shovel, and a wheel barrow. It's not pleasant to me.

There are a lot of directions concerning crimes, race and racism from and towards all directions, violence, victims, nationality, biased research, slanted journalism, opinion presented as fact, selective quotation of fact, apples and oranges, oxen to gore, propaganda, anything you want to hear to reinforce your preconceived notions. Loads of bullshit.

There are things which strike a common thread.

There is the information from the California Department Department of corrections above with a link to the whole document.

So far I have not been able to find verifiable demographic figures for county jails in California concerning demographics, charges, and convictions.

I'll wade through this a little more and provide a synopsis tomorrow or so.

Meanwhile, I'm going to go take a shower, maybe wash some of this off me.

[Jeanfromfillmore]

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High School Dropouts and The Economic Losses from Juvenile Crime in California.

Quote:
California Dropout Research Project Report #16, September 2009 http://cdrp.ucsb.edu/, By Clive R. Belfield Queens College, City University of New York and Henry M. Levin Teachers College, Columbia University [thanks to Dan Mitchel]

"California's juvenile crime rate is high. Juveniles commit one-in-six violent crimes and over one-quarter of all property crimes; they also commit crimes in school, victimizing one-quarter of all students and one-in-twelve teachers.

The economic loss from juvenile crime is substantial. In total, each juvenile cohort in California imposes an economic loss of $8.9 billion on the state's citizens. Part of the explanation for juvenile crime is poor education.

In this paper, we estimate the economic loss from juvenile crime associated with not completing high school before age 18. Using results from three separate studies and applying their results for California, we estimate the annual juvenile crime loss associated with high school dropouts at $1.1 billion.

Finally, we compare the losses from juvenile crime with the costs of improving the education system. We calculate that savings in juvenile crime alone will offset approximately 16% of the costs of providing these interventions."

http://www.bespacific.com/mt/archive...05.html#022405

[Jeanfromfillmore]

Old 10-08-2009, 07:02 AM
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Conclusion of the essay Does State Policy Help or Hurt the Dropout Problem in California? From the California Drop Out Research Project study.


Quote:
The dropout problem will not be solved by more categorical programs or additional resources. The problem, as noted earlier, has to do with student disengagement from school. As also noted, the reasons for disengagement are multiple, overlapping, and complex. The issue of academic engagement can be addressed by improving the quality of the schooling experience for students.

Some causes of disengagement, however, lie beyond the schools’ control. Consequently, students may need a variety of coordinated social and health (both physical and mental) services that are not readily available or are now simply unavailable. When student behavior does trigger such services, it is often too late, as with the SARB interventions. Again, there is little known about how many districts provide such services and what difference such services may make. We know from the research that the key is early identification and support.

The key to an effective state role is to increase district capacity to identify at-risk students early and provide resources (both academic and social) to those students. The state also needs to find ways of improving district and school capacity to provide quality education services to students who have not been well served by the education system. Students who do not intend to go to college have few or no options for alternative education paths. For those students, there is little incentive to finish high school, particularly if they believe they cannot pass the high school exit exam or if they believe that a diploma is irrelevant. The state needs to provide technical assistance to schools that serve large numbers of at-risk students to develop curricula that is academically challenging and rigorous while it also prepares them for careers.

California currently spends substantial sums of money on various forms of dropout prevention programs; on supplemental instruction; on counseling, mentoring and outreach; career education such as the Regional Occupation Centers and Programs; adult education programs; and special programs for English language learners. Districts that serve students who might generally be referred to as “at-risk” benefit from a large number of categorical programs. The problem for state policy makers is that virtually nothing is known about the success of these various programs and why such programs seem to have so little impact on increasing school completion rates. To be sure, there are success stories, but there is nothing to suggest that any of those programs, either individually or in the aggregate, have a positive effect on student retention. More importantly, as this paper has emphasized throughout this discussion,there is no systematic, reliable data to inform policy makers of either the nature or magnitude of the problem.

Beyond data, it is clear that increasing school completion rates, especially among African American, Hispanic, and Native American students, should be a top priority for state policy makers.

There are, however, no ready answers. It is quite clear that adding more programs to the state’s dropout policy portfolio is not the answer. The answer lies in integrating existing programs and resources and creating greater accountability for those programs that target primarily at-risk students. Policy makers need to evaluate the role and efficacy of existing alternative education programs to understand better what kinds of state interventions are most helpful to those local officials—school and district administrators, counselors, teachers, other agency officials, social workers, and health care specialists—who are ultimately responsible for reducing the number of school dropouts. Curriculum reform certainly ought to figure prominently in the solution; so should mentoring, preschool, and continuing education.

Given the competition for state revenues, it is all the more important for policy makers to invest in those programs that use funds most efficiently and have the highest rates of success for dollars spent (Belfield & Levin, 2007).

To that end, state policy makers should evaluate the costs of various dropout prevention programs in relation to their effectiveness. In the absence of systematic evaluation, it appears that local dropout prevention programs operate idiosyncratically—the result of effort and commitment by individuals—rather than by program design. The question for policy makers is whether there are systematic policy design features of dropout prevention programs that show successful results across a large number of schools.

http://cdrp.ucsb.edu/dropouts/pubs_reports.htm

[Jeanfromfillmore]

Old 10-08-2009, 07:32 AM
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Summary and Conclusions to the essay Why Students Drop Out of School: A Review of 25 Years of Research from The California Drop Out Research Project


Quote:
The longstanding and widespread interest in the issue of high school dropouts has generated a vast research literature, particularly over the last ten years. The purpose of this study was to identify and review this literature. Restricting our focus to research studies published in scholarly journals found in the nation’s largest scientific database yielded 203 studies that have been published over the last 25 years, involving 387 separate analyses. To organize our review, we developed a conceptual framework that identified all the key factors that the research has identified as salient to understanding how, when, and why students drop out of high school.

These factors had to do with characteristics of individual students—their educational performance, behaviors, attitudes, and backgrounds—as well as the characteristics of the families, schools, and communities where they live and go to school. The review verified that indeed, a number of salient factors within each of these domains are associated with whether students drop out or graduate from high school. Although most of the studies were unable to establish a strong causal connection between the various factors and dropping out, they nonetheless suggest such a connection.

We learned a number of things from this review. The first is that no single factor can completely account for a student’s decision to continue in school until graduation. Just as students themselves report a variety of reasons for quitting school, the research literature also identifies a number of salient factors that appear to influence the decision. Second, the decision to drop out is not simply a result of what happens in school.

Clearly, students’ behavior and performance in school influence their decision to stay or leave. But students’ activities and behaviors outside of school—particularly engaging in deviant and criminal behavior—also influence their likelihood of remaining in school.
http://cdrp.ucsb.edu/dropouts/pubs_reports.htm

[Jeanfromfillmore]

Old 10-08-2009, 08:25 AM
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Conclusions to the December 2007 essay California High Schools That Beat the Odds in High School Graduation of the California Dropout Research Project


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This has been one of a collection of studies examining issues related to children dropping out of school conducted through the California Dropout Research Project at the University of California, Santa Barbara. Its major objective is to examine alternative methods in local schools that appear efficacious in keeping children in school through graduation. Rather than starting with a specific program or intervention and testing to see if it seems to make a difference, the “beating-the-odds” approach featured in this paper attempts to identify schools that appear to be achieving the desired effect.

There are several major objectives of this exercise. First, are there high schools in California that enroll high percentages of traditionally challenged students and yet still show strong, consistent performance in terms of low dropout rates, high graduation rates, and relatively high academic achievement? How many such schools can be so identified, where are they located, and what are their characteristics? For example, it may be that success on these measures is much more possible in smaller, more rural settings with a high degree of stability, than in urban settings with higher transiency, and perhaps fewer strong bonds to the community.

Second, to what extent are the leaders of these BTO schools able to articulate the methods they believe have contributed to these results? Third, are there clear strategies that other school leaders might follow, and/or over-arching themes from which they might learn?

As described earlier, the broad array of approaches for measuring dropouts creates one of the difficulties in attempting to identify “beating-the-odds” schools. Schools that appear strong on one measure may appear weak on another.

Recognizing this, we made determinations that are based on stability of results, but which are also ultimately somewhat subjective. That is, using different measures, other researchers may come up with a different list of BTO schools than derived through this study. Nevertheless, we feel the criteria we used were quite stringent, and that we were able to identify a strong set of BTO schools. Furthermore, the leaders of these schools were able to describe in detail some of the specific strategies they had employed which they attributed to affecting these results.

However, through the initial round of phone interviews we did find schools we considered to be “false positives.” That is, one respondent from a district in which three of the 22 BTO schools identified through this process are located indicated that the statistics we were observing resulted from transferring problematic students out of these schools rather than working with them to stay enrolled in their original school. This problem is noted in a 2007 Legislative Analyst Office study, which suggests that schools often encounter pressure to push low-performing students into alternative schools to evade responsibility for their progress (Hill, 2007). Alternative schools often have much higher dropout rates than the state average and account for a significant portion of California’s dropouts (Timar, Biag, Lawson, 2007).

At least one large urban district with several statistically strong BTO schools was unwilling to take the time to participate in this study, and so we do not know to what extent the schools identified as BTO in this district were employing exemplary practices. Most of the six high schools we feature in the narrative above are in smaller school districts. In five of the six cases they are the only high school in their district. This likely offers the advantages that smaller, more cohesive communities can bring in supporting children to stay in school. However, they also attributed their success to factors that could conceivably be employed in larger districts choosing to do so. For example, they cited the fact that the district administration was very focused and dedicated to their needs. The leaders of these schools also cited their ability to exercise considerable discretion over who was hired. These principals said their districts allowed them considerable autonomy to set priorities for their schools and to introduce and/or alter programs as needed to achieve high standards.

The principal of the BTO school located in a large district cited similar factors. These factors—district support (Datnow and Stringfield, 2000; Edmonds, 1979; Fuller, Loeb, Arshan, Chen, and Yi, 2007; McLaughlin and Talbert, 2003; Parrish, Perez, Merickel, and Liquianti, 2006), enhanced control over hiring (Fuller et al., 2007; Parrish et al., 2006; Perez et al. 2007; Purkey and Smith, 1983; Rosenholtz, 1985), and a certain degree of independence and autonomy (Marsh, 2000; Parrish et al., 2006; Purkey and Smith, 1983) —have also been found by other researchers as important in attempting to understand vastly different levels of achievement across schools with similar student populations.

In addition, given this context, several over-arching themes across respondents regarding what was done within these schools were identified: connecting with students, engaging parents and community, providing specific supports for students at risk, and creating a culture of accountability and high expectations. Again, these over-arching themes are neither surprising nor new. A recent publication from the Education Commission of the States cites early intervention, engagement, challenging courses, and smaller school size as organizational factors that can influence students to stay enrolled in high school (2007). In addition, high school reform literature indicates that addressing these issues can lead to higher student achievement and graduation rates (Quint, 2006; Herlihy and Quint, 2006).

Timar, Biag and Lawson (2007) suggest that dropping out can also be defined as a “professional problem” due to a lack of adequate training and time for teachers to identify students who may be at risk of dropping out. Accordingly, in this study we find that identified BTO schools have been able to maintain a high quality teaching staff through professional development and hiring practices. Further, improving instructional content and practice through curriculum design and professional development is also noted as a key strategy of effective schools (Herlihy & Quint, 2006).

Creating a personalized school climate where staff provide support for students’ academic and personal growth is crucial for student achievement (Quint, 2006). Through counseling programs and extracurricular activities, the schools highlighted in this study provide numerous opportunities for students to build relationships with staff and connect students to the school. Many of the schools included in this study provide vocational courses to prepare students for post secondary options. Quint (2006) argues that this helps increase student engagement thus motivating students to graduate. Timar, Biag, and Lawson (2007) also support utilizing targeted programs to provide additional support for students at risk of dropping out, but emphasize that further evaluation is needed to identify the most effective programs.

We consider these findings to be encouraging. Schools that are producing exemplary results with challenging student populations can be found. The relative consistency of findings in regard to the elements and strategies that are attributed to this success are also encouraging. While this does not indicate a clear prescription for success, it does suggest that what these schools are doing can be identified, and that it may be possible for others to learn from their success.

Thus, while all of these elements may not necessarily be replicated elsewhere (e.g. size and community context are outside a principal’s control), we believe it is possible to learn from what others are doing. For this reason, we considered it very important to name specific schools and to attempt to describe what they are doing in their own terms to the greatest extent possible. While far from full descriptions, what is included in this paper has been reviewed by each of these schools in an attempt to ensure fidelity with actual practice.

In summary, this study offers useful insights into what can be done to address California's dropout crisis. Specific schools can be found that are beating the odds on these vital outcomes and are creating explicit structures and supports to encourage high graduation rates. These practices can be adopted by other schools and should inform future policy

Riverdale High School, a small rural school in Fresno County, shows an estimated graduation rate of 100%.

Duarte High School, located about twenty miles east of Los Angeles, has an estimated graduation rate of 97%,

Sanger High School is located in a suburban community a few miles from Fresno with an estimated 96% graduation rate.

Selma High School is located in a suburban community of Fresno County and has an estimated 93% graduation rate.

Located in Los Angeles County, Bassett High School graduates an estimated 97% of its students.

Valley High School is in an urban community in south Sacramento and has an estimated graduation rate of 84%. Due to high student mobility there have been many challenges to maintaining low dropout rates

http://cdrp.ucsb.edu/dropouts/pubs_reports.htm

[Jeanfromfillmore]

Old 10-09-2009, 07:42 AM
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Feds take on L.A. Latino gang accused of targeting blacks (2007)

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LOS ANGELES - In a murderous quest aimed at "cleansing" their turf of snitches and rival gangsters, members of one of Los Angeles County's most vicious Latino gangs sometimes killed people just because of their race, an investigation found.

There were even instances in which Florencia 13 leaders ordered killings of black gangsters and then, when the intended victim couldn't be located, said "Well, shoot any black you see," Los Angeles County Sheriff Lee Baca said.

"In certain cases some murders were just purely motivated on killing a black person," Baca said.

Authorities say there were 20 murders among more than 80 shootings documented during the gang's rampage in the hardscrabble Florence-Firestone neighborhood, exceptional even in an area where gang violence has been commonplace for decades. They don't specify the time frame or how many of the killings were racial.

Los Angeles has struggled with gang violence for years, especially during the wars in the late 1980s and early 90s between the Crips and the Bloods - both black gangs. Latino gangs have gained influence since then as the Hispanic population surged.

Evidence of Florencia 13, or F13, is easy to find in Florence-Firestone. Arrows spray-painted on the wall of a liquor store mark the gang's boundary and graffiti warns rivals to steer clear.

The gang's name comes from the neighborhood that is its stronghold and the 13th letter of the alphabet - M - representing the gang's ties to the Mexican Mafia.

Federal, state and local officials worked together to charge 102 men linked to F13 with racketeering, conspiracy to murder, weapons possession, drug dealing and other crimes. In terms of people charged, it's the largest-ever federal case involving a Southern California gang, prosecutors say. More than 80 of those indicted are in custody.

But eliminating the gang won't be easy. It's survived for decades and is believed to have about 2,000 members. Its reach extends to Nevada, Arizona and into prisons, where prosecutors say incarcerated gang leaders were able to order hits on black gangsters.

According to the indictment, F13's leader, Arturo Castellanos, sent word in 2004 from California's fortress-like Pelican Bay State Prison that he wanted his street soldiers to begin "cleansing" Florence-Firestone of black gangsters, notably the East Coast Crips, and snitches.

His followers eagerly obeyed, according to federal prosecutors.

In one case, F13 members came across a black man at a bus stop, shouted "Cheese toast!" and fired. "Cheese toast" is a derogatory name for East Coast Crips, Assistant U.S. Attorney Kevin S. Rosenberg said.

The victim, apparently targeted only because of his skin color, survived being shot several times, Rosenberg said.

F13 isn't the only Latino gang linked to racial killings. Last year, four members of The Avenues, a gang from the Highland Park area east of downtown Los Angeles, were convicted of hate crimes for killing a black man in what prosecutors called a campaign to drive blacks from that neighborhood. And last January, authorities announced a crackdown on the 204th Street gang following the killing of a 14-year-old black girl.

The violence goes both ways, said Adam Torres, a Los Angeles County Sheriff's Department gang detective whose beat includes Florence-Firestone.

During a recent patrol on the east side of the neighborhood, he pointed to a cinderblock wall peppered with bullet holes. Torres said the Crips still control that area and any Hispanic there is at risk of being shot.

Despite the wave of violence, George Tita, a criminologist with the University of California, Irvine, said racially motivated gang killings are an exception. Latinos and blacks are far more likely to be murdered by one of their own.

"You don't see these major black-brown wars, either within the context of gangs or outside the context of gangs," Tita said.

Residents of Florence-Firestone are loath to discuss gangs, fearful they might end up as targets, but there are signs of change. Murders in the neighborhood dropped from 43 in 2005 to 19 in 2006, Baca said. For 2007, there were 19 murders as of Dec. 24.

Jose Garcia sees the difference. The security doors on the store where he works aren't covered with graffiti as often and he hasn't heard a gunshot in two months.

"It used to be at least once or twice a week," he said.

http://www.azcentral.com/news/articl...gtakedown.html

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Old 10-09-2009, 07:48 AM
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The SPLC is notorious for overlooking brown racism. It has to be really bad for the SPLC to take note:

Intelligence Report
Fall 2009

Racist Street Gangs
Latino Gang Members Indicted in Racial Attacks

Quote:
California law officials display weapons seized in the May arrests.
A Latino street gang in a small city in Los Angeles County waged a campaign of racist violence and intimidation that was designed to drive out the city's African-American residents, according to recently unsealed federal indictments of 147 members and associates of the Varrio Hawaiian Gardens.

Varrio Hawaiian Gardens "gang members take pride in their racism and often refer to the VHG Gang as the 'Hate Gang,'" the indictment that was unsealed in May states. "VHG gang members have expressed a desire to rid the city of Hawaiian Gardens of all African-Americans and have engaged in a systematic effort to achieve that result by perpetrating crimes against African-Americans."

The reputed VHG members are charged with 476 "overt acts" of racketeering, such as murder, attempted murder, weapons trafficking and kidnapping. Among the criminal acts detailed in the indictment is one instance where gang members fired bullets into a home occupied by eight people. It's not clear from the indictment whether anyone was hit.

Additionally, gang members chased a black man while yelling racial epithets and then struck him repeatedly with a garden rake, the indictment alleges. Days later, VHG members allegedly stabbed the same victim several times. He survived.

Sixty-three of the indicted gang members were arrested May 22 in early morning raids. According to U.S. Attorney Thomas O'Brien, the investigation of the Varrio Hawaiian Gardens gang began in 2005, after a Los Angeles sheriff's deputy was shot to death while searching for a VHG member charged with shooting an African-American man.

Latinos vastly outnumber African Americans in Hawaiian Gardens. The 2000 census, the most recent data available, shows that while Latinos make up 73% of the city's 15,000 inhabitants, only 4% are African Americans.

The VHG arrests resulted from the latest in a string of criminal investigations that have found Latino street gangs in Southern California are carrying out organized racist violent targeting African Americans in majority Latino areas.

In late 2006, the Intelligence Report revealed that leaders of the Mexican Mafia prison gang were directing Latino street gangs outside prison walls to carry out ethnic cleansing attacks on African Americans in order to establish purely Latino neighborhoods.

Since then, federal prosecutors have charged members of a Latino street gang in Florence-Firestone, an unincorporated district near the Watts neighborhood in Los Angeles, with conducting a violent campaign targeting African Americans that allegedly resulted in 20 homicides.

Also, four members of The Avenues, a Latino street gang based in Highland Park, a neighborhood located just northeast of downtown Los Angeles, were convicted in 2007 of hate crime murder. They killed a black man as part of an ongoing effort to rid Highland Park of African Americans.

Federal, state and local authorities launched a widespread crackdown on Latino gangs in the Los Angeles metropolitan area after Latino gang members looking for any black person to kill in the Harbor Gateway district of Los Angeles gunned down Cheryl Green, a 14-year-old African-American girl whose murder became a rallying point.

"We have evidence linking inmates who are known as 'shot callers' directly to street shootings based entirely on race," Los Angeles County Sheriff Lee Baca stated after Green's murder. "The shot caller will often order the gunman to find someone — anyone — who is black or brown and shoot them. … Gang affiliation does not matter. Only the color of the victim's skin matters."

http://www.splcenter.org/intel/intel...e.jsp?aid=1079

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Old 10-09-2009, 07:55 AM
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The conventional wisdom is that only white people are capable of racism. That's what is taught in school now, isn't it?

I believe the only reason the SPLC is addressing these hate crimes is because the SPLC has been criticized on its obviously biased coverage of racism. Note that this article is posted in it's Hate Watch section, subtitled "Keeping an eye on the radical right".


In Huge Sweep, Authorities Move Against Latino Gang Accused of Campaign Against Blacks


Quote:
Posted in Anti-Black by Casey Sanchez on May 21, 2009

Nearly 90 members of a Southern California Latino street gang were arrested today for engaging in “systematic efforts to rid the community of African-Americans with a campaign of shootings and other attacks,” according to the U.S. Attorney’s office in Los Angeles.

Five indictments unsealed today charged 147 members and associates of the Varrio Hawaiian Gardens street gang with 476 “overt acts” of racketeering that include murder, attempted murder, drug and weapons trafficking, extortion and witness intimidation. The main indictment said that members of the gang “have expressed a desire to rid the city of Hawaiian Gardens of all African-Americans and have engaged in a systematic effort to achieve that result by perpetrating crimes against African-Americans.” The city is reportedly 73% Latino and 4% black.

In a press conference, U.S. Attorney Thomas O’Brien said it was “the largest gang takedown in history.”

The investigation of the Varrio Hawaiian Gardens gang began in 2005, after a Los Angeles sheriff’s deputy was killed while attempting to arrest a gang member charged with shooting an African-American man.

In 2006, the Intelligence Report, published by the Southern Poverty Law Center, reported on Latino gangs’ efforts to carry out “ethnic cleansing” attacks on blacks that were meant to establish purely Latino neighborhoods. The story revealed that gang members were acting of orders from the Mexican Mafia gang. Members of the Avenues, a Latino gang, targeted blacks in Highland Park, an L.A. neighborhood. And last year, Los Angeles police launched a major investigation into another Latino street gang accused of targeting blacks.

http://www.splcenter.org/blog/2009/0...gainst-blacks/

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Old 10-09-2009, 08:07 AM
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‘People of Color’ are All One? Latino Inmates in L.A. Don’t Think So

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Black America Web.com, Commentary, Gregory Kane, Posted: Feb 21, 2006

Black Americans are engaged in a race war, but it’s not the one you think it is.

And you can bet our traditional "misleaders" -- the Revs. Al Sharpton and Jesse Jackson, the Congressional Black Caucus and Julian Bond and Bruce Gordon of the NAACP -- won’t ever talk about this race war.

If you’ve been reading certain news reports for the past two weeks, you’ll know this particular race war is going on in California. And it involves, in the words of Los Angeles County Sheriff Lee Baca, “daily ‘brown on black’ violence,” according to a recent article in The Washington Post.

Yes, the so-called Third World unity, where “people of color” are supposed to have some kind of solidarity simply because they aren’t white, is officially dead. And it should be. Who but silly Negroes ever believed this stuff anyway?

In early February, about 170 Latino inmates at the North County Correctional Facility in Castaic -- which is part of the jail system in Los Angeles County -- attacked 35 black inmates. One black inmate, 45-year-old Wayne Tiznor, was beaten to death.

And that wasn’t the first incident of “brown on black” violence in the Los Angeles County jail. The Los Angeles Times listed several others.

Six years ago, Latinos attacked black inmates and injured 80, leaving one man in a coma.

Black and Latino inmates clashed on Jan. 13 of this year.

Six inmates required treatment after 62 black and Latino prisoners fought it out on Dec. 27 of last year.

On Dec. 4 of last year, 22 more inmates were injured after a fight between 162 blacks and Latinos. Three days later, 12 more were injured after a fight involving 117 inmates.

See a pattern here? Are you starting to wonder why our misleaders are always talking about the unity of “people of color” or why they always refer to blacks and Hispanics as if we’re one and the same race?

Clearly, the Mexican Mafia doesn’t think that way.

The Mexican Mafia has been around a while, since the days of George Jackson, the Black Panther prison activist who was killed in 1971 during an escape attempt from San Quentin penitentiary. Jackson was given a one year-to-life sentence in 1960 for robbing a gas station of $70.

In his famous book of prison letters, “Soledad Brother,” Jackson said that when blacks and whites clashed in California’s prisons, Mexican-Americans regularly sided with the whites. So we shouldn’t be surprised by the following line from a Los Angeles Times story of Feb. 10:

“Investigators said they traced (the) riot to Mexican Mafia gang leaders, who they said ‘greenlighted’ Latino jail inmates to attack blacks.”

Now, you probably know where I’m going to go with this, but it needs to be said. Suppose that news story had read “investigators said they traced the riot to Aryan Brotherhood gang leaders, who they said ‘greenlighted’ white jail inmates to attack blacks.” Do you think we’d have heard from Jesse, Al, Julian, Bruce and our illustrious CBC then?

Of course we would have. They’d have screamed bloody murder, charged that white racism was rampant and, no doubt, found a way to blame President George W. Bush, Vice President Dick Cheney, the Supreme Court and Jefferson Davis’ mama. But when it comes to “brown on black” violence, we don’t get so much as a grunt from our misleaders.

So far, only two prominent blacks have had the backs of the black inmates in the Los Angeles County jail system, who are outnumbered by Latino inmates by two to one. These brothers must be getting that sinking George Armstrong Custer feeling along about now.

One of those blacks is author, columnist and activist Earl Ofari Hutchinson of the Los Angeles Urban Policy Roundtable. According to a Feb. 10 edition of the Los Angeles Times, Hutchinson “called upon political leaders, particularly Latino elected officials, to speak out against the jail attacks. ‘We have got to stop the code of violence,’ he said. ‘The silence by every major Latino leader in the city is troubling.’”

The other prominent black is Supreme Court Justice Clarence Thomas. Last year, Thomas voted with a minority of two other justices who said that California could indeed segregate inmates by race for security reasons.

Had the five other justices who ruled on the case voted likewise, Wayne Tiznor might still be alive.

http://news.pacificnews.org/news/vie...ad356eaa95608d

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Old 10-09-2009, 08:29 AM
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This is a study based in the American south. The majority of the "Latinos" in the study are from Mexico, which has been race obsessed for 500 years. The racial classifications of "castes" involve dozens of words to describe race and racial mixture.

Octavio Paz has an interesting take in his book The Labyrinth of Solitude expressed in the chapter Sons of Malinche concerning a racial attitude by "The Mexican" and other Mexicans.

Scholars Ask Why Latinos View Blacks Poorly

by Christina Asquith, July 12, 2006


Quote:
Latino immigrants often hold negative views of African-Americans, which they most likely brought with them from their more-segregated Latin American countries, a new Duke University study shows.

The study also found that sharing neighborhoods with Blacks reinforced Latino’s negatives views, and reinforces their feelings that they have “more in common with Whites” — although Whites did not feel the same connection towards the Latinos.

“We were actually quite depressed by what we found. The presence of these attitudes doesn’t augur well for relations between these two groups,” says Dr. Paula D. McClain, a professor of political science at Duke University, who led the study along with nine graduate students.

The study, “Racial Distancing in a Southern City: Latino Immigrants’ Views of Black Americans,” is based on a 2003 survey of 500 Hispanic, Black and White residents in Durham, N.C., a city with one of the fastest-growing Hispanic population.

This study reiterated a similar conclusion reached a decade earlier out of Houston, which found that U.S.-born and foreign-born Latinos expressed a more negative view of African-Americans than Blacks expressed of Latinos. In both studies, it’s interesting to note, Blacks did not reciprocate the negative feelings.

However, Duke’s study found that the more educated the Hispanic respondent, and the more social contact they had with Blacks, the less likely they were to harbor negative stereotypes.

“It was interesting that the greater social contact with Blacks, the less they had negative stereotypes,” says Rob Brown, assistant dean of students for Emory College. “I think that’s a pivotal variable, especially for Latino immigrants who are learning English and who have not had much contact with Blacks, who are unfortunately influenced by the American lens and vocabulary of race and what White America has constructed in terms of stereotypes of Backs.” [This appears to be an opinion from an "educator" who commented on the study for the reporter rather than being a quoted part of the study itself. Regardless, it is opinion.]

McClain focused her study on the South because Latinos have only appeared in significant numbers there in the past 10-15 years. Recent and limited research suggests that migration has been encouraged by the 1994 North Atlantic Free Trade Agreement, global economy and an expanding market for unskilled, low-wage workers.

In 1990, Latinos made up 1 percent of the population of the city of Durham. However by 2001, they represented 8.6 percent, even as the city’s overall population also grew. The majority of Durham’s Latino population is from Mexico.

This increase prompted McClain to examine what difference Hispanic integration into the South was going to make on the Black/White dynamic.

“No section of the country has been more rigidly defined along a Black-White racial divide [than the South]. How these new Latino immigrants situated themselves vis-à-vis Black Americans has profound implications for the social and political fabric of the South,” McClain writes.

Among the results: almost 59 percent of Latino immigrants reported feeling that “few or almost no Blacks are hard working.” One third said that Blacks are “hard to get along with.” And 57 percent found that “few or no Blacks could be trusted.”

When Whites were asked the same questions, fewer than 10 percent responded with similar negative attitudes towards Blacks. McClain says that finding came as a positive surprise, and prompted her to conclude that Hispanics were not adopting their negative views from Whites.

The study concluded that most likely Latinos are bringing negative views with them from their home countries. Previous research on race and Latin America found that Blacks “represent the bottom rungs of society” and Duke researchers surmise Latino immigrants “might bring prejudicial attitudes with them,” the study states.

Dr. Ronald Walters, a professor of political science at the University of Maryland, has spent a lot of time in Brazil and calls the study “right on target.”

He also says that although most Hispanics are indigenous, they overwhelming consider themselves as “White” because of the overall negatives associations with being Black in Brazil.

“We’re dealing with a conflict between a Latin American conception of color and an American conception of color,” Walters says.

At the University of California, Davis School of Law, professor Kevin R. Johnson points the finger at Hollywood. He says movies portraying Blacks as gang members and criminals send out a global message that influences foreigners’ expectations when they arrive in the United States.

“These stereotypes are propagated on television and film that are broadcast all over the world,” he says. “We have some foreign judges and lawyers come through UC- Davis School of Law, and I’m surprised sometimes about their stereotypical views and their concern with crime and African-Americans.”

While some have said that such poor relations represent a missed opportunity for two working-class groups to partner politically, a recent Gallup poll showed that Blacks and Hispanics now both share a low opinion of the Bush administration. While Blacks opinion was low during the 2004 election (and has dropped further), Hispanics’ support of Bush has dropped drastically, due to the immigration and other issues, Walters says.

McClain intends to start a larger survey in the next year, and include Memphis, Tenn., Greenville, S.C., and possibly Greensboro, N.C. and Dalton, Ga. She hopes her findings will be more positive.

“If large portions of Latino immigrants maintain negative attitudes of Black Americans, where will this leave Blacks?” she asks. “Will Blacks find that they must not only make demands on Whites for continued progress, but also mount a fight on another front against Latinos?”

— By Christina Asquith

http://diverseeducation.com/artman/p...cle_6086.shtml

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Old 10-09-2009, 09:22 AM
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An LA Times Opinion piece by LA Sheriff Lee Baca:


Quote:
In L.A., race kills

Black-Latino tensions, not gangs, are at the heart of the county's violence, Sheriff Baca says.

By Lee Baca|June 12, 2008

Conversations about race are fraught with emotion, confusion and controversy. But that doesn't mean we should avoid or sidestep the issue.

As a Latino raised in East Los Angeles, and as the elected sheriff of Los Angeles County for the last decade, I have seen many sides of the race issue. I have lived it, in fact.

So let me be very clear about one thing: We have a serious interracial violence problem in this county involving blacks and Latinos.

Some people deny it. They say that race is not a factor in L.A.'s gang crisis; the problem, they say, is not one of blacks versus Latinos and Latinos versus blacks but merely one of gang members killing other gang members (and yes, they acknowledge, sometimes the gangs are race-based).

But they're wrong. The truth is that, in many cases, race is at the heart of the problem. Latino gang members shoot blacks not because they're members of a rival gang but because of their skin color. Likewise, black gang members shoot Latinos because they are brown.

Just look at the facts. In February 2006, our jail system erupted into a full-scale riot involving about 2,000 black and Latino inmates at the North County Correctional Facility at Pitchess Detention Center in Castaic. One black inmate died and numerous others were injured. Through extensive interviews with participants, our investigation revealed that race -- not gang affiliation -- was the motivating factor.

Furthermore, we have evidence linking inmates who are known as "shot callers" directly to street shootings based entirely on race. These shot callers at Pitchess and elsewhere are affiliated with gangs, to be sure, and in many cases they may give the order to kill a particular person or a member of a particular gang. But if that person or gang cannot be found, the shot caller will often order the gunman to find someone -- anyone -- who is black or brown and shoot them instead. Gang affiliation does not matter. Only the color of the victim's skin matters.

I would even take this a step further and suggest that some of L.A.'s so-called gangs are really no more than loose-knit bands of blacks or Latinos roaming the streets looking for people of the other color to shoot. Our gang investigators have learned this through interviews in Compton and elsewhere throughout the county. L.A.'s gang wars have long been complicated by drugs, territory issues or money. Now, it can also be over color.

Race-based violence has even found its way into our school system, although no deaths have been reported. Some say it's always been there, but it certainly is rearing its ugly head now more than ever. Most recently, fighting broke out in May between more than 600 black and brown students at Locke High School in South L.A.

The racial divide is being driven by the ongoing population growth and demographic changes that have buffeted L.A. for decades. The perception that one group has more opportunities and advantages than another can lead to resentment, competition and, ultimately, spontaneous eruptions of violence.

So where does this leave us? How does this information help?

I have begun a process in my headquarters in which analysts are poring over data collected from various sources throughout the county to help us understand exactly what gang crimes are underway -- and where -- in real time. I call it a Gang Emergency Operations Center.

It's about more than just identifying problem areas and moving more police there. In fact, it is not a suppression model at all, but an intervention and prevention model aimed at ensuring that those who need social services get them. Most important, it will serve as a fusion center for sharing information. Such centers -- like the federal Joint Regional Intelligence Center, which combats terrorism -- have more than proved their worth.

But as we gather this data, the race issue must be part of the equation -- because if it isn't, we are not analyzing the data correctly. Crimes with a racial component must be categorized and studied to help us better understand the problem. Racial issues must then be addressed through education and awareness.

The problem of interracial violence is not intractable; we've made progress in other settings. I have seen it on a small scale in the Sheriff's Department's Domestic Violence Prevention Program in our jails.

It happened like this. Inmates with a history of domestic violence -- sometimes known members of opposing gangs -- were forced to attend this program or be remanded to custody for a significant amount of state prison time. Those who agreed to participate would sit together and discuss various topics of interest. They would eat meals together and live together in housing set aside for them.

The program was designed to address issues of domestic violence. But over a period of weeks, the participants overcame barriers by being exposed to those they were supposed to hate. They began to form friendships -- friendships that, in some cases, have lasted outside the jail walls.

This may seem like an insignificant occurrence to those who are uninformed about gang life and racial tension. But it is not. People who would shoot each other as easily as kick a can were taking meals together, talking together and living together without violence.

The better we understand the crisis, the better chance we have of solving it. It is difficult to believe that something as simple as gathering information, analyzing it and then putting it into action -- whether through suppression, intervention or prevention -- will have any effect. But it will. It is a proven formula.

The unification of information, dispassionately collected and analyzed, will lead us toward a disarming of the gang culture. And through disarmament, we will make the streets safer. And that's the whole point.

Lee Baca has been sheriff of Los Angeles County since 1998.
http://articles.latimes.com/2008/jun...oe-baca12?pg=3
This opinion piece by Sheriff Lee Baca does not indicate affiliation with or endorsement of any organization or cause.

[Jeanfromfillmore]

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looks like 40 years of Chicano studies has enabled and propelled Latino gangs and gang crime

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Old 10-09-2009, 01:38 PM
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This is what to expect after 40 years of Chicano studies in place of AMERICAN ones!

[Jeanfromfillmore]

Old 10-09-2009, 03:13 PM
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This is really a great thread. Thanks so much for all the research, postings and insight in regards to the schools and race relations. It confirms what most of us have known for years, yet those who get quoted by the press seem have kept hidden as long as possible. Even with all the brainwashing by our politicians and media, there are still those who continue to ask questions and know the truth.

The time has come, due to our dwindling resources, to start asking the hard questions and demanding the honest facts of why more and more each year, we are starting to resemble a third world county. The illiteracy and poverty have grown to the point where it cannot be ignored any longer.

[Jeanfromfillmore]

Old 10-09-2009, 11:28 PM
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The failure of Chicano studies isn't the failure of Chicanistas to ursurp the educational system or insert themselves into politics (as evidenced by that loony bin masquerading as the California State Legislature).

The failure is that the Chicano "visionaries" of the early years miscalculated the effect of cultural memory of Mexico and the imprint of its history on its people as well as many who are derived from both Mexico and America but belong to neither.

Including the founders of the movement.

Yet, let's bring in more Mexico to make America into something radical, racist Chicanismo can't actually live with but pretends to be - Mexico and Mexican. (Why else would they push such a selectively interpreted parody of Mexican culture in school?)

Take Villaraigosa, for example. He was a radical Mechista who instigated a lot of shit for his racist cause in college. Which, of course, he now has to distract from whenever it is brought up. Makes him look so like a racist. Politics, you know.

Now that he is the Mayor of Los Angeles, what is he presiding over?

A bankrupt bag filled full of imported foreign poverty and an over sized number of their American born children throwing it all away through ignorance and fratricide.

With rich white people still living on the hill getting non stop richer from it all.

[Jeanfromfillmore]

Old 10-09-2009, 11:53 PM
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Part One

Department of Chicana and Chicano Studies
University of California, Santa Barbara
*
Chicana/o Studies 168E
The History of Chicano Movement
Winter 2007

Instructor: Roberto Hern�ndez
Time: Mon & Wed 10-11:15am
Email: tochtli@umail.ucsb.edu
Place: GIRVETZ 2115
************************************************** ************************************************** ***Mailbox: 1713 South Hall
Office: 4511 South Hall
Course Website: http://socrates.berkeley.edu/~tochtli
Office Hours: Tues 2-4pm or by appt.
****************************************** ************************************************** ** *
Course Description: This course is an introduction and examination of the Chicano Movement of the 1960's and 1970's.

We will consider the historical context, political institutions, cultural formations, questions of identities and resistance that gave rise to El Movimiento.

The course will consider both the History and Historiography of the Chicano Movement and analyze its ongoing legacies. As such, we will investigate the mobilization of diverse groups of people including farm workers, students, youth, community activists, women and artists.

In particular, we will explore the various issues and struggles that Chicanas and Chicanos organized themselves around, such as labor rights, education, the Vietnam War, police brutality, racism, sexism, class exploitation, political exclusion, and cultural awareness/recovery.

Students will gain insight into diverse ideologies, theories and legacies of the Chicano Movement and consider their relevance for contemporary issues, debates and scholarship in the interdisciplinary field of Chicana/o Studies.
*
*Objectives: Students completing CH ST 168E will be familiar with:
�***** History of the Chicano Movement and organizations
�***** History of the fields of Chicana Studies and Chicano Studies
�***** Intellectual History of various Chicana/o Studies theories
�***** Contemporary relevance and relationship between Chicana/o movement, Chicana/o Studies' intellectual production and society at large

Required Readings:
*
Ernesto Ch�vez, ��Mi Raza Primero!� Nationalism, Identity, and Insurgency in the Chicano Movement in Los Angeles, 1966-1978. Los Angeles: University of California Press, 2002.

George Mariscal, Brown-Eyed Children of the Sun: Lessons from the Chicano Movement, 1965-1975.* Albuquerque: University of New Mexico Press, 2005.
Lorena Oropeza and Dionne Espinoza, Enriqueta Vasquez and the Chicano Movement: Writings from 'El Grito del Norte'.* Houston: Arte P�blico Press, 2006.
*
COURSE READER: Additional readings will be in a Course Reader that will be available at Alternative Copy in Isla Vista (6556 Pardall Rd; 805-968-1055) by the end of the week.
*
HANDOUTS: On a few occasions, I may supplement some of the book and reader material with short handouts. When this is the case, I will announce it in advance.
*
Organization of Course:* This will be a lecture/discussion-based course, which will require you actively and critically read and engage the course materials. The course will also be focused on developing your research and writing skills. Students will have a written midterm (3 pages) and a written final (4 pages) that will emphasize critical thinking, analysis and writing. You will also conduct a multi-phased, historical research project (10-12 or 12-15 pages).

Course Requirements/Grading Scale:
*
ATTENDANCE AND PARTICIPATION IN CLASS DISCUSSIONS************* 10%
Your presence/participation is vital your success.* Active participation requires that you complete readings before class, come prepared to discuss and share your own insights, questions, and criticisms. More than two unexcused absences will lower your grade.* If you need to miss class, please let me know ahead of time.
*
Facilitate Discussion: You will be responsible for leading one discussion on an assigned reading. This includes a brief summary of the main arguments and ideas and bringing points of discussion for the class, such as your own questions, things you appreciated about the article, a critical assessment, how it relates to larger questions or themes we�ve studied or to other authors� arguments and/or ideas.
*
MIDTERM: 3 pages written, take home exam—
(DUE: Monday, Feb. 12)******** 20%
The midterm will be based on the readings, lectures and films. It will require that you show understanding of the course material, both in content and analysis. Two possible questions will be provided and you must choose one to write about.
*
MULTI-PHASED RESEARCH PAPER
*
Topic Statement: One paragraph—
(DUE: Monday, Jan. 29)****************************** 5%
Identify your research topic and relate it to course themes.
Your research topic must be approved before proceeding.
*
Annotated Bibliography—
(DUE: Wednesday, Feb. 21)************************************* 15%
Identify at least three books and three articles you will use for your paper.
Write three sentences on the relevance of each or a two-page literature review.
*
Final Paper: 8-10 pages, w/bibliography—
(DUE: Wednesday, March 14)* 30%
Make sure to make use of Office Hours early and throughout the Quarter.
*
FINAL EXAM: 4 pages written, exam—
(EXAM DATE: Tuesday, March 20)** 20%

The final exam will be based on the readings, lectures and films after the midterm. It will similarly require that you show understanding of the course material, both in content and analysis. However, two study questions will be provided in advance and on the day of the exam, I will decide which one you will write about.
********************
EXTRA CREDIT: There will only be one extra credit opportunity (TBA).

NOTE:** All writing for this course must be typed in 12-point font, Times New Roman (or equivalent), double-spaced, with 1� margins and a standard form of citation. All late papers will be penalized. Do not use websites as main sources for your assignments, however you may use official academic journals available on-line. Do not go over length limits given on assignments. If you have difficulties with course requirements please come see me early in the quarter to discuss goals for improvement.
Course Outline / Reading and Lecture Schedule
*
Please have readings done for the day that they are listed.
*
*
Week 1: Course and Syllabus Overview and General Introduction
*
January 8: ****** Welcoming and Introductions
*
January 10: **** History, Historiography, and Chicano Studies
******************** Roberto Rodriguez, "The Origins and History of The Chicano Movement"
******************** http://www.jsri.msu.edu/RandS/research/ops/oc07.html
******************** Handout: First NCCSS (National Caucus of Chicano Social Scientists) Newsletter
*
*
Week 2: Historical Overview: Before El Movimiento—Before Chicano Studies
*
January 15: **** Martin Luther King, Jr.'s Birthday* (HOLIDAY) ************* NO CLASS
*
January 17:***** The Mexican American Generation and Scholarship
Lorena Oropeza, �Raza Si! �Guerra No!: Chapter One (IN READER & On Reserve)
Octavio Romano, "The Anthropology and Sociology of Mexican-Americans" and "The Historical & Intellectual Presence of Mexican-Americans" (IN READER & On Reserve)**********
*
Continued :

[Jeanfromfillmore]

Old 10-09-2009, 11:54 PM
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Part Two

Department of Chicana and Chicano Studies
University of California, Santa Barbara

Week 3: The Chicano Movement: From the Fields to the Barrios to Vietnam

January 22 The 'Beginning': The Fight in the Fields
El Plan de Delano, Huelga, Why Delano? and Nothing Has Changed (IN READER)
Luis Valdez and Roberto Rubalcava, "Venceremos!" (IN READER)
Corky Gonzalez, El Plan del Barrio (IN READER)
Chavez, ��Mi Raza Primero!�: Intro and Chapter 1 (pgs. xiii-41)

Film Clips: The Fight in the Fields

January 24 Brown Berets, Chicano Moratorium and El Grito del Norte
Chavez, ��Mi Raza Primero!� Chapters 2, 3 (pgs.42-79)
Oropeza and Espinoza, Enriqueta Vasquez, Intro (ix-liii) and selections (TBA)

Film Clips: Quest for a Homeland

Recommended: Dionne Espinoza, "'Revolutionary Sisters': Women's Solidarity and Collective Identification among the Brown Berets in East Los Angeles. Aztl�n Vol. 26, no. 1 (Spring 2001): 17-58

Week 4: Nationalism? Internationalism? Thinking Through Movement Tensions

January 29 A Nationalist Movement(?): Raza Unida Party, CASA and the Chicano Left
Chavez ��Mi Raza Primero!� Chapter 4, 5 and Afterword (pgs. 80-120)
Mariscal, Brown-Eyed Children, Intro (pgs. ix-24)

January 31 Internationalist Tendencies Within El Movimiento
Mariscal, Brown-Eyed Children, Chapter 1 and 2 (pgs. 25-96)
Elizabeth "Betita" Martinez, "A View from Nuevo Mexico" (IN READER)

Week 5: Examining the Multiple Tendencies in the Chicano Movement

February 5 Paradigmatic Figures: Cesar Chavez, Che Guevara and Enriqueta Vasquez
Mariscal, Brown-Eyed Children, Chapters 3 and 4 (pgs 97-170)
Oropeza and Espinoza, Enriqueta Vasquez, Selections (TBA)

February 7 Black, Brown, Left, and Machista
Mariscal, Brown-Eyed Children, Chapter 5 (pgs 171-209)
Laura Pulido, "Patriarchy and Revolution" (IN READER)
Midterm Questions Handed Out.


Week 6: Power, Positionality, Self-Determination and Self-Reflection

February 12 Los Planes Reconsidered: In-Class Analysis of Los Planes
El Plan Espiritual de Aztlan (IN READER)
El Plan de Santa Barbara, Selections (IN READER)
El Plan de La Raza Unida: Preamble, La C.A.U.S.A., Raza Unida Party: A Call for Self-Determination, New Aztlanes—Fact or Fantasy? Dedicated to La Familia Cosmica and Message to Aztl�n (IN READER)
Brown Berets' 10-Point Program (HANDOUT)

February 14 FILM: Chicano Park
Guest Speaker: (TBA)

Week 7: From Marx to Mao: The National and Colonial Questions

February 19 President's Day (HOLIDAY)
NO CLASS
(But Begin Readings Early As They Will Discuss All on Wednesday Feb. 21)

February 21 Internal Colonialism: Early Debates

Mario Barrera, Carlos Mu�oz, and Charles Ornela, "The Barrio as an Internal Colony" (IN READER) "Chicano: Internal Colony" (IN READER)
Mario Garcia, "Internal Colonialism and the Chicano" (IN READER)
Gil Gonzalez, "A Critique of the Internal Colony Model" (IN READER)
Fred Cervantes, "Chicanos as a Post-Colonial Minority" (IN READER)

Marxism, The National Question, and Chicano Liberation
From ATM, "Unity Statement" [pgs. 2-22] (IN READER)
From "Fan the Flames" [pgs. 1-20, 64-65] (IN READER)
Antonio Rios-Bustamante, "Mexicans in the United States and the National Question" (IN READER)


Week 8 Chicana Feminisms and Gender: From Sex Roles to Patriarchy

February 26 Early Movimiento Chicana Interventions
Oropeza and Espinoza, Enriqueta Vasquez, Selections (TBA)
Adaljiza Sosa Riddell, "Chicanas and El Movimiento" (IN READER)
Maxine Baca Zinn, "Political Familism: Toward Sex Role Equality in Chicano Families" (IN READER)
From Alma Garcia, Chicana Feminist Thought, Selections (HANDOUTS)

Film Clips: La Chicana


February 28 Critical Chicana Feminist and Queer Positionings
Denise Segura and Beatriz Pesquera, "Beyond Indifference and Antipathy: The Chicana Movement and Chicana Feminist Discourse" (IN READER)
Perlita Dicochea, "Chicana Critical Rhetoric: Recrafting La Causa in Chicana Movement Discourse, 1970-1979" (IN READER)
Cherrie Moraga, "Queer Aztl�n: The Re-Formation of Chicano Tribe" (IN READER)
Gloria Anzald�a, "The Homeland, Aztl�n/El otro M�xico" (IN READER)

Week 9: Coming Full Circle and Back Again Through the Generations

March 5 Rethinking Cultural Nationalism: Chicana Feminist Thought and Time
Oropeza and Espinoza, Enriqueta Vasquez, Conclusion (pg. 205-231)
Betita Martinez, From, De Colores Means All of Us :"Ching�n Politics Die Hard" "What Ever Happened to the Chicano Movement?" "Be Down With The Brown!" "�Raza S�! Nationalism . . .?" "Remember Something Ancient, Imagine Something New" and "Building New Roads to Liberation" (w/Max Elbaum) (IN READER)

March 7 Amoxtli San Ce Tojuan: We Are One—Nosotros Somos Uno
Roberto Rodriguez, "Who Declared War on the Word Chicano?" and Other Selections (IN READER & Handouts)
Patrisia Gonzales, Selections (Handouts)
Roberto Hernandez, "Running for Peace and Dignity" (IN READER)

Week 10 Where Do We Go From Here: The Chicano Movement and Chicana/o Studies

March 12 Ignacio Garcia, "Juncture in the Road: Chicano Studies Since El Plan de Santa Barbara" (IN READER)

Film: On Strike

March 14 Conclusions and Wrap-up—Pot Luck

Tips for Research Paper using UCSB's Collections:

General Introduction to the library resources and collections
http://cemaweb.library.ucsb.edu/handouts.html

Basic and Advanced Courses for Library Research
http://www.library.ucsb.edu/libinst/instruct.html
http://www.library.ucsb.edu/classes/int100la/index.html

California Ethnic and Multicultural Archives (CEMA):
http://cemaweb.library.ucsb.edu/listguides.html

Chicano Art Digital Image Collection
http://cemaweb.library.ucsb.edu/digitalArchives.html

Tips on How To Prepare for Class Discussion:

The following questions may be helpful to keep in mind when preparing for discussion:
1) What is the author�s central thesis? What is she (he, they) trying to do in the piece?
2) What is the theoretical framework being employed? How is it manifested?
3) What is the author�s positionality(ies)? Do you agree or disagree with the author�s views? Why? Why not? What (if anything) is missing in this piece?
4) How does this piece compare to what we have read so far?
Be prepared to share 1 or 2 questions/critical comments or key words for class discussion.

REMINDERS:

Final Paper Due on the Last Day of Class—Wednesday, March 14 by 4:30pm in my Office

AND

Exam Date: Tuesday, March 20, 2007 from 8:00am-11:00am

[Jeanfromfillmore]

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Old 10-10-2009, 12:16 AM
ilbegone ilbegone is offline
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Try to push this stuff in Mexico to every day Mexicans:

In particular, we will explore the various issues and struggles that Chicanas and Chicanos organized themselves around, such as labor rights, education, the Vietnam War, police brutality, racism, sexism, class exploitation, political exclusion, and cultural awareness/recovery.

Students will gain insight into diverse ideologies, theories and legacies of the Chicano Movement and consider their relevance for contemporary issues, debates and scholarship in the interdisciplinary field of Chicana/o Studies.

*Objectives: Students completing CH ST 168E will be familiar with:

�***** History of the Chicano Movement and organizations

�***** History of the fields of Chicana Studies and Chicano Studies

�***** Intellectual History of various Chicana/o Studies theories

�***** Contemporary relevance and relationship between Chicana/o movement, Chicana/o Studies' intellectual production and society at large

Recommended: Dionne Espinoza, "'Revolutionary Sisters': Women's Solidarity and Collective Identification among the Brown Berets in East Los Angeles. Aztl�n Vol. 26, no. 1 (Spring 2001): 17-58

February 12 Los Planes Reconsidered: In-Class Analysis of Los Planes

El Plan Espiritual de Aztlan (IN READER)

El Plan de Santa Barbara, Selections (IN READER)

El Plan de La Raza Unida: Preamble, La C.A.U.S.A., Raza Unida Party: A Call for Self-Determination, New Aztlanes—Fact or Fantasy? Dedicated to La Familia Cosmica and Message to Aztl�n (IN READER)

Brown Berets' 10-Point Program (HANDOUT)

Week 8 Chicana Feminisms and Gender: From Sex Roles to Patriarchy

February 26 Early Movimiento Chicana Interventions

Oropeza and Espinoza, Enriqueta Vasquez, Selections (TBA)

Adaljiza Sosa Riddell, "Chicanas and El Movimiento" (IN READER)

Maxine Baca Zinn, "Political Familism: Toward Sex Role Equality in Chicano Families" (IN READER)

From Alma Garcia, Chicana Feminist Thought, Selections (HANDOUTS)

Film Clips: La Chicana


February 28 Critical Chicana Feminist and Queer Positionings

Denise Segura and Beatriz Pesquera, "Beyond Indifference and Antipathy: The Chicana Movement and Chicana Feminist Discourse" (IN READER)

Perlita Dicochea, "Chicana Critical Rhetoric: Recrafting La Causa in Chicana Movement Discourse, 1970-1979" (IN READER)

Cherrie Moraga, "Queer Aztl�n: The Re-Formation of Chicano Tribe" (IN READER)

Gloria Anzald�a, "The Homeland, Aztl�n/El otro M�xico" (IN READER)

Week 10 Where Do We Go From Here: The Chicano Movement and Chicana/o Studies

[Jeanfromfillmore]

Old 10-10-2009, 07:48 AM
kjl kjl is online now
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Most Cal States have whole departments devoted to this. While at the same time other departments, teaching the skills needed to advance and contribute in society, are so impacted student have to wait for up to a year for room to open so they may attend those classes. Yet our tax dollars are paying for this MECha crap. And those 'professors' teaching it do not hold those students attending to any kind of a high standard, just attend class and you will pass. They graduate with the knowledge of how to claim they are 'victims' of the gringo, and not much more. If you ever have a discussion with Naui on something other than the Mexicamovement, he wouldn't have a clue as to what you were talking about, except maybe how to post on youtube.

This just ruffles my feathers so much, not just because of the waste of our tax dollars, but the waste of a whole section of society that will not reach anywhere close to what is needed to contribute and succeed for everyone in our society. Being a victim never gets anyone anywhere.

[Jeanfromfillmore]

Old 10-10-2009, 10:54 AM
ilbegone ilbegone is offline
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Quote:
Originally Posted by kjl View Post
Most Cal States have whole departments devoted to this. While at the same time other departments, teaching the skills needed to advance and contribute in society, are so impacted student have to wait for up to a year for room to open so they may attend those classes. Yet our tax dollars are paying for this MECha crap. And those 'professors' teaching it do not hold those students attending to any kind of a high standard, just attend class and you will pass. They graduate with the knowledge of how to claim they are 'victims' of the gringo, and not much more. If you ever have a discussion with Naui on something other than the Mexicamovement, he wouldn't have a clue as to what you were talking about, except maybe how to post on youtube.

This just ruffles my feathers so much, not just because of the waste of our tax dollars, but the waste of a whole section of society that will not reach anywhere close to what is needed to contribute and succeed for everyone in our society. Being a victim never gets anyone anywhere.
Your post reminded me of an article in either the Press Enterprise or SB Sun about 2005 -2006. I can't find it right now.

The interviewee was the daughter of illegal aliens who grew up in the Inland Empire and made it to UCLA. The jist of her pre-University life was cruising along without a care in the world, no problems at all, then after just one day in Chicano class " I was like, oh my gosh, I've been exploited".

That struck me. I'll never forget that "revelation".

[Jeanfromfillmore]

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I feel I need to restate a post from above:

Quote:
The failure of Chicano studies isn't the failure of Chicanistas to ursurp the educational system or insert themselves into politics (as evidenced by that loony bin masquerading as the California State Legislature).

The failure is that the Chicano "visionaries" of the early years miscalculated the effect of cultural memory of Mexico and the imprint of its history on its people as well as many who are derived from both Mexico and America but belong to neither.

Including the founders of the movement.

Yet, let's bring in more Mexico to make America into something radical, racist Chicanismo can't actually live with but pretends to be - Mexico and Mexican. (Why else would they push such a selectively interpreted parody of Mexican culture in school?)

Take Villaraigosa, for example. He was a radical Mechista who instigated a lot of shit for his racist cause in college. Which, of course, he now has to distract from whenever it is brought up. Makes him look so like a racist. Politics, you know.

Now that he is the Mayor of Los Angeles, what is he presiding over?

A bankrupt bag filled full of imported foreign poverty and an over sized number of their American born children throwing it all away through ignorance and fratricide.

With rich white people still living on the hill getting non stop richer from it all.

[Jeanfromfillmore]

Old 10-10-2009, 10:22 PM
ilbegone ilbegone is offline
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I want to take this on a slightly different heading, but I might take a couple or few days off from this thread before I do.

[Jeanfromfillmore]

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I want to take this on a slightly different heading, but I might take a couple or few days off from this thread before I do.
Smoke 'em if you got 'em.

I've been scoping out some possible billboard sites in this regard. We have a new Schools Super up here ya know.....he's says he going to listen for the first 100 days

[Jeanfromfillmore]

Old 10-12-2009, 09:43 PM
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Just for a little diversion, some LA County Cholo humor.

Quote:
Man Shoots Self While Posing for Picture

Boyle Heights

Hector Robles won’t be smiling for any cameras anytime soon. From his hospital bed, he warns people to be careful while posing with guns. “I know it looks cool but just make sure you know how to use the safety and don’t point them at yourself.”

Just two days ago Hector, a resident of Boyle Heights California, was rushed to the USC Medical Center after accidentally shooting himself twice while posing with two small hand guns. “I was trying to take a picture to post as my profile for MySpace.com when both guns in my hands somehow went off.” stated Robles.

Hector Robles already has 46 comments on his pictures on MySpace.com.

Most of the comments are from teenage cholas who have left comments like “Damn ese you look sexy eh.”

Does Hector regret taking the picture? “No. Shooting myself, yes.” said Robles. Police told reporters that as soon as Hector is released from the hospital, he will be taken into police custody for having unlicensed firearms.

“It’s all good holmes.” Said Hector, “This is only strike two.”
I see this as like Jeff Foxworthy and his Redneck humor - the laugh comes from (however exaggerated or unexpected) how the grain of truth is presented.

From Puro Pedo Magazine, which I believe can be loosely translated as "a bunch of bull shit", "just fooling around", or "just kidding".

[Jeanfromfillmore]

Old 10-12-2009, 09:55 PM
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Graduation

Quote:
SANTA BARBARA, CA- UC Santa Barbara graduate Juan Moreno delivered a graduation speech few will forget: a speech riddled with quotes from the Chicano cult movie classic “Bound By Honor: BloodIn, Blood Out.”

Moreno started out in typical fashion, addressing the crowd and thanking the chair of the Chicano Studies Department who introduced him. Then Moreno did the unexpected: he recited verbatim the scholarship acceptance speech of movie character Cruz Candaleria (played by Jesse Borrego).

“My mom was very upset and angry,” said Jaime, Moreno’s brother. “She wasn’t acknowledged at all in the speech. She hit my dad upside the head when Luis thanked his step-mother Dolores. We don’t have a step-mom. My parents aren’t even divorced.”

But Moreno’s homage didn’t end with his recitation of Cruz’s speech. He went on to parrot other quotes that had no clear connection to the graduation or education.

“Most of the time I don’t even pay attention to speakers at graduations,” stated Virginia Lopez, a fellow graduate. “But when I heard him talking about porkchops and calling everyone ‘babycakes’ my ears perked up. I haven’t seen that much stage plagerism since Carlos Mencia performed on campus.”

“As soon as the ceremony was over, I called my secretary and told her to rent me a copy of the movie,” Vice Chancellor Lawrence Sellers stated. “I have no idea what a ‘Chicano u-turn’ is, but I intend to find out.”

The Vice Chancellor said that the graduation speech was so dense with movie references that many attendees had trouble discerning what message Moreno was trying to convey. “Initially when Moreno said ‘Hey, Cinderella! Go find yourself a fella. You’re on the clock bitch and midnight is coming,’ I didn’t know what to think,” he stated.

“But then again, maybe he was reminding the graduates that life is short. That we are all on the clock, so to speak, and that like Cinderella, we should follow our hearts and seek out our dreams,” Sellers mused.

What did the other graduates think? “This ain’t no pinche card game, ese,” Benjamin Flores said. But after some thought, he just shrugged his shoulders and said, “Life’s a risk, carnal.”

By: Angela “Chola” Portillo

[Jeanfromfillmore]

Old 10-12-2009, 10:20 PM
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Graduation
Like I wrote before, they really don't have much to say when it comes to anything that's outside the Chicano victim realm. Will they ever realize it? Probably not.

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Old 10-12-2009, 10:23 PM
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Chicano Militant Workshop


Quote:
El P.P.'s 12-Step Plan on How to Run a Chingon Chicano Militant Workshop

Step 1: Agenda Like any undertaking, you must prepare for your workshop by making an agenda. We recommend creating an outline to use your 50 minutes of workshop time wisely, from our experience prepare an agenda that will cover the following topics:

1. Pre-Contact Mesoamerica

2. Colonization

3. La Indendencia de 1821

4. The US-Mexico War

5. Zoot Suit Riots

6. The Chicano Movement of the 1970's

7. The Zapatistas

8. [INSERT HERE WHAT YOU PLAN ON TALKING ABOUT IN THE
WORKSHOP]

9. How much cooler Chicana authors are than Chicano authors
and last but not least...

10. What is a Chicana/o? or What is a Xican@?

Step 2: Appearance is Everything.

Make sure that you are dressed in the most militant of Chican@ gear! We recommend your wear a t-shirt with the latest designs by Votan, which can be found at the Nahui Ohlin store in Echo Park, or any black long sleeve shirt by Anahuak Designs.com. Ojo! Mujeres, if you wear a hupil, you must wear your hair in trenzas!

Step 3: Prep Time

Upon arrival at the classroom, pre-arrange all the chairs in a circle so that everyone's voice is equal during the chingon workshop (Only the colonizer puts chairs is rows).

Step 4: Roll Deep

Once your workshop agenda is set, try to enlist the help of an Ol'Skool Mechista to present with you at the conferencia. This way if your workshop goes down in flames, you and the veterano can resort to shouting at the top of your lungs at people: "What are you doing for la causa!?!"

Step 5: Beginning & Ending the Workshop

Begin the workshop by blowing a conch shell to the four directions. At the end of the workshop, make sure you walk around and give each and every person in your workshop a Chicano Power handshake.

Step 6: Lay Down the Law

Punking a wise-ass Mechista from MEChA de Berkeley or Berkeley MEChA at the beginning of the workshop will get you automatic street cred! Let the crowd know that your $26 a unit at Community College was a much smarter option than Berkeley's $9,999.99 a semester from the get go!

Step 7: Classroom Management

In order to reduce the chaos that will surely follow due to the revolutionary and decolonizing nature of El P.P.'s 12-Step Program on How to Run a Chingon Chicano Militant Workshop (hey, decolonization is a hell of a drug!) we recommend that you use a speaking stick instead of calling on people who raise their hands (only teacher pet's from the suburb raise their hands in class).

Step 8: Seize the Moment

Use this opportunity to bad mouth all the MEChA chapters and Mechistas you don't agree with politically or for whatever reason... hey you took the time to put together a workshop, use those 50 minutes wisely!

Step 9: Keep Your Friends Close...

Befriend all the Community College Mechistas at the workshop before they transfer and become tainted by the UC, you may need them next time an amendment is made to the Progressive Political Agenda.

Step 10: Never Lose an Argument

It is important to save face, this is the Golden Rule in running a Chingon Chicano Militant Workshop. If anyone starts talking shit in your workshop repeat this line, "My ideas came from the ancestors", this should win the argument. If this doesn't work, accuse them of being part of Liga, you'll have them on the run then

Step 11: Incorporate Multimedia

Be a High-Tek Aztek! Always use an excerpt from the PBS Chicano! Documentary, there are four videos to choose from. If you can't get of hold of them, 'Viva La Causa! by Betita Martinez will work nicely.

Step 12: Contact Information

Before the end of the workshop, leave your contact information on the board. Make sure to set up a new email account with a Nahuatl name ahead of time... cuz angelbaby626@yahoo.com is not as cool as Muxer_Revolucionaria@azteca.ne

[Jeanfromfillmore]

Old 10-12-2009, 10:27 PM
ilbegone ilbegone is offline
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Like I wrote before, they really don't have much to say when it comes to anything that's outside the Chicano victim realm. Will they ever realize it? Probably not.
In these quotes, they're actually poking fun at the knuckleheads who are doing it in real life.

Once again, think of Foxworthy and Red Neck humor.

Note that in the post you referred to Moreno (giving the speech) is in a Chicano style of outer space, and the white Vice Chancellor is clueless about what is going on but supportive of it. The Vice Chancellor will be clueless forever, he's living in the "teacher land" parallel universe. Moreno's mother gets the absurd idea that her husband is having an affair. In the mean time, the audience is watching a freak show at the podium during graduation. Carlos Mencia (from Central America) gets slammed as a plagerist. Flores, quoted at the end, is as whacked out as Moreno.

They're making fun of the process.

Same thing with the "Chicano Militant Work Shop".

[Jeanfromfillmore]

Old 10-13-2009, 01:32 PM
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While the beginning of the Chicano movement in the early 60’s had many streams which became a river, the rhetoric and wording of Chicanismo can be traced to several individuals who could be described as founding fathers.

One of them, Reies Tijerina, was designated “First national hero of Aztlan” in 1969 at the conference hosted by Corky Gonzales’ bunch in Denver, and is required reading in Chicano Studies.

From a diary entry in 1974 in Tijerina‘s autobiography:

Quote:
The Anglo created the Black Legend against Spain. For more than three hundred years that false propaganda was used until the western world turned against Spain.

Using false propaganda, the Anglo has gotten into two world wars to defend the root of it’s race: England.

Later, for the past twenty-nine years they have used false propaganda in opposition to Communism.

They have used the same type of false propaganda against the land recovery movement and me.
The origin of the Black Legend was the Spanish Priest Las Casas, who witnessed and decried the swift near extermination of Caribbean Indians by Spaniards in a very few years after discovery.

The English merely ran with the tale. The French may have latched on to it too, because If I remember right, de Toqueville wrote in DEMOCRACY IN AMERICA that if it hadn’t been for the fact that Indians grew all the food in New Spain, the Spaniards would have exterminated them.

England, France, and Spain have almost always been enemies of one sort or another, broken only by matters of temporary convenience.

The rest of Tijerina’s statement speaks for itself.

Tijerina’s autobiography is a tough read for me, nearly every page says nearly the same thing, like an endless loop of about 200 hundred words merely re-arranged to repeat the first page’s message over and over and over again.

I have to read it in small doses.

[Jeanfromfillmore]

Old 10-13-2009, 01:37 PM
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To early activist Tijerina, the white man was up his ass and dancing on his hemorhoids, the “Anglo race” was psychopathic. Almost every one of them with a sinister, conspiratorial anti -“Indohispano” agenda. Tijerina wrote Johnson and Nixon on a regular basis concerning the land grant cause and his several incarcerations, but believed that both were out to get him using the vast resources of the US Government.

It seems that quite a few people, including Jose Angel Gutierrez' father and other people Tijerina would describe as "Indohispano" , regarded Tijerina as a dangerous lunatic. When asked why he was against the land recovery movement, Senator Montoya of New Mexico said that he wasn't against land recovery (for land grant heirs), but that he was against Tijerina, then described Tijerina as a racist who would pit Anglos against his people and added that Tijerina "is not from here... he is not one of us" (Tijerina was from Texas). No doubt that Montoya is regarded by Chicanista thought as a "vendido coconut"


On the other hand, writer Richard Rodriguez also disliked Richard Nixon (but was fascinated by Nixon's character as he was Benjamin Franklin's), but had a much different view of Nixon and Johnson:


Quote:
…The Negro Civil rights movement became, during Johnson’s administration, the great American novel. America had to admit that the game had been rigged for millions of its own citizens… If America were to persist as a novel, then the opening chapter had to be repaired, at least to the extent that a black child could imagine Harvard in the distance. The revised chapter would henceforth be titled “Affirmative Action”…

Throughout the Johnson administration, domestic considerations of race remained black and white. Baptist hymns were converted to statistics. And since race, not social class, was the nation’s most important metaphor for social division, Americans of every description were advancing their claims to government redress by analogy to Negro disadvantage.

Statistics were transported into hues and distributed along a black and white spectrum. In college, because of Lyndon Johnson, I became a “minority student”. But it was not until Richard Nixon’s administration that I became brown. A government document of dulling prose, Statisical Directive 15, would redefine America as an idea in five colors: White. Black. Yellow. Red. Brown.

To a generation of Americans - the first generation of affirmative action, these catagories became alternatives for any more subjective self-description…

In Six Crises, Nixon recalls that his mother, Hannah, prayed he might become a Quaker missionary to Central America. In a secular transposition of that vocation, Nixon ended up my Godfather. Because of Nixon, several million Americans were baptized Hispanic.

After all Richard Nixon had written about how hard work wins the day in America, finally it was Nixon who arranged for me to bypass all the old rules. Through he agency of affirmative action… I had, suddenly, a powerful father in America, like Old Man Kennedy. I had, in short, found a way to cheat.

The saddest part of the story is that Nixon was willing to disown his own myth for political expediency. It would be the working class kid - the sort he had been - who would end up paying the price of affirmative action, not Kennedys. Affirmative action defined a “minority” in numerical rather than a cultural sense. And since white males were already numerically “represented” in the board room, as at Harvard, the Appalachian white kid could not qualify as a minority. And since brown and black faces were “under represented”, those least disadvantaged brown and black Americans, like me, were able to claim the prize of admission and no one questioned our progress…

Myself as a child of fortune? Lyndon Johnson might do for the Victorian benefactor; was mine, in any case. During Johnson’s administration I became eligible for affirming moneys. I did not initially question this diversion of my novel, and Richard Rodriguez, the child of fortune … who thought his American entitlement came as a descendant of Benjamin Franklin - our “forefathers,” he had been taught to say, and he believed it! -Richard progressed in a direction more British than American.

Benjamin Franklin would have never qualified for affirmative action… None of them would have qualified - Franklin, Johnson, Nixon.

My election saw me through the last years of graduate school - and beyond, to this very page.

[Jeanfromfillmore]

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Old 10-14-2009, 10:06 PM
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Here are some more Rodriguez quotes (five posts).

I don't like to quote so extensively, but it's the whole meat of the issue.

Rodriguez 1)

Quote:
...Consider my father: when he decided to apply for American citizenship, my father told no one, none of his friends, those men whom he had come to this country with looking for work. American citizenship would have seemed a betrayal of Mexico, a sin against memory. One afternoon, like a man with something to hide, my father slipped away. He went downtown to the Federal building in Sacramento, and disappeared into America.

Now memory takes her revenge on the son...

I once had the occasion to ask a middle class Mexican what he admires about the United States, (a provocative question because, according to Mexican history and proverb, there is nothing about the United States to admire). He found only one disembodied word: “organization”. When I pressed the man to anthropomorphize further, he said, “Deliveries get made, phones are answered, brakes are repaired” (indirect constructions all, as if by the construction of unseen hands)...

Mexico, mad mother. She still does not know what to make of our leaving. For most of this century Mexico has seen her children flee the house of memory. During the Revolution 10 percent of the population picked up and moved to the United States; in the decades following the Revolution, Mexico has watched many more of her children cast their lots with the future; head north for work, for wages, for life. Bad enough that so many left, worse that so many left for the gringo...

I would see them downtown on Sundays – men my age drunk in Plaza Park. I was still a boy at 16, but I was an American.

Or they would come into town Monday night for the wrestling matches or on tuesday nights for boxing. They worked on the ranches over in Yolo County. They were men with time on their hands, They were men without women. They were Mexicans without Mexico...

My parents left Mexico in the twenties: she as a girl with her family; he as a young man, alone. To tell different stories. Two Mexicos. At some celebration - we went to so many when I was a boy – a man in the crowd filled his lungs with American air to crow over all, !VIVA MEXICO! Everyone cheered. My parents cheered. The band played louder. Why VIVA MEXICO? The country that had betrayed them? The country that forced them to live elsewhere?

I remember standing in the doorway of my parents' empty bedroom.

Mexico was a memory – not mine. Mexico was mysteriously both he and she, like this, like my parents' bed. And over my parents' bed floated the Virgin of Guadalupe in a dime store frame. In its most potent guise, Mexico was a mother like this queen...

A true mother, Mexico would not distinguish among her children. Her protective arm extended not only to the Mexican nationals working in the United States, but to the larger number of Mexican – Americans as well. Mexico was not interested in passports; Mexico was interested in blood. No matter how far away you moved, you were still related to her...

In 1959, Octavio Paz, Mexico's sultan son, her clever one -philosopher, poet, statesman - published the Labyrinth of Solitude, his reflections on Mexico. Within his labyrinth, Paz places as well the Mexican American. He writes of the Pachuco, the teenage gang member, and, by implication, the Mexican American. “The Pachuco does not want to become Mexican again; at the same time he does not want to blend into the life of North America. His whole being is sheer negative impulse, a tangle of contradictions, an enigma”.

This was Mother Mexico talking, her good son; this was Mexico's metropolitan version of Mexican Americans. Mexico had lost language, lost gods, lost ground. Mexico recognized historical confusion in us.

When we return to Mexico as turistas, with our little wads of greenbacks, our credit cards, our Japanese cameras, our Bermuda shorts, our pauses for directions and our pointing fingers, Mexico condescends to take our order (our order in halting Spanish), claro senor. But the table is not clear; the table will never be cleared. Mexico prefers to reply in English, as a way of saying:

!Pocho!

The Mexican American who forgets his true mother is a pocho, a person of no address, a child of no proper idiom.

But blood is blood, or perhaps, in this case, language is blood...

And most Mexican Americans lived in barrios, apart from gringos; many still retained Spanish as if in homage to her (Mexico). We were still her children.

As long as we didn't marry...

[Jeanfromfillmore]

Old 10-14-2009, 10:08 PM
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Rodriguez 2)

Quote:
Mexicans will remember this century as the century of loss. The land will not sustain Mexicans. For generations, from Mexico City, came promises of land reform. This land will be yours.

What more seductive promise could there be to a nation haunted by the memory of dispossession?

The city broke most of its promises...

The Goddess of Liberty... may well ask Mexicans why they are so resistant to change, to the interesting freedoms she offers. Mexicans are notorious in the United States for their skepticism regarding public life. Mexicans don't vote. Mexicans drop out of school.

Mexicans live in superstitious fear of the American diaspora. Mexican Americans are in awe of education, of getting too much schooling, of changing too much, of moving too far from home.

Well, never to be outdone, Mother Mexico has got herself up in goddess cloth. She carries a torch, too, and it is the torch of memory. She is searching for her children.

A false mother, Mexico cares less for her children than she does for her pride. The exodus of so many Mexicans for the U.S. Is not evidence of Mexico's failure; it is evidence, rather, of the emigrant's failure. After all, those who left were of the peasant, the lower classes – those who could not make it in Mexico.

The government of hurt pride is not above political drag. The government of Mexico impersonates the intimate genius of matriarchy in order to justify a political strangle hold.

You betray Uncle Sam by favoring private over public life, by seeking to exempt yourself: by cheating on your income taxes, by avoiding jury duty, by trying to keep your boy on the farm.

These are legal offenses.

Betrayal of Mother Mexico, on the other hand, is a sin against the natural law, a failure of memory...

Mexico always can find a myth to account for us: Mexicans who go north are like the Chichimeca, - a barbarous tribe antithetical to Mexico. But in the United States, Mexican Americans did not exist in the national imagination until the 1960's – years when the black civil rights movement prompted Americans to acknowledge “invisible minorities” in their midst. Then it was deemed statistically that Mexican Americans constituted a disadvantaged society, living in worse conditions than most other Americans, having less education, facing bleaker sidewalks or Safeways.

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Old 10-14-2009, 10:11 PM
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Rodriguez 3)

Quote:
3
The sixties were years of romance for the American middle class. Americans competed with one another to play the role of society's victim...

In those years, the national habit of Americans was to seek from the comparison with blacks a kind of analogy. Mexican American political activists, especially student activists, insisted on a rough similarity between the two societies – black, Chicano – ignoring any complex factor of history or race that might disqualify the equation.

Black Americans had suffered relentless segregation and mistreatment, but blacks had been implicated in the public life of this country from the beginning. Oceans separated the black slave from any possibility of rescue or restoration. From the symbiosis of oppressor and the oppressed, blacks took a hard realism. They acquired the language of the white man, though they inflected it with refusal. And because racism fell on all blacks,regardless of class, a bond formed between the poor and bourgeoisie, thence the possibility of a leadership class able to speak for the entire group.

Mexican Americans of the generation of the sixties had no myth of themselves as Americans. So that when Mexican Americans won national notoriety, we could only refer the public gaze to the past. We are people of the land, we told ourselves. Middle class college students took to wearing farmer-in-the-dell overalls and they took, as well, a rural slang to name themselves: Chicanos.

Chicanismo blended nostalgia with grievance to reinvent the mythic northern kingdom of Aztlan as corresponding to the southwestern American desert. Just as Mexico would only celebrate her Indian half, Chicanos determined to portray themselves as Indians in America, as indigenous people, thus casting the United States in the role of Spain.

Chicanos used the language of colonial Spain to declare to America that they would never give up their culture. And they said, in Spanish, that Spaniards had been the oppressors of their people.

Left to ourselves in a protestant land, Mexican Americans shored up our grievances, making them alters to the past...

Ah, Mother, can you not realize how Mexican we have become?

But she hates us, she hates us.

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Old 10-14-2009, 10:15 PM
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Rodriguez 4)

Quote:
Chicanismo offended Mexico. It was one thing for Mexico to play the victim among her children, but Mexico didn't like it that Chicanos were playing the same role for the gringos.

By claiming too many exemptions, Chicanos also offended Americans. Chicanos seemed to violate a civic agreement that generations of other immigrants had honored: “My grandparents had to learn English.”...

In the late 1960's, when Cesar Chavez made the cover of time as the most famous Mexican American anyone could name, he was already irrelevant to to Mexican-American lives insofar as 90 percent of us lived in cities and were more apt to work in construction than as farm workers...

Politics can easily override irony. But, by the late 1980's, the confusing “we” of Mexican Americanism was transposed an octave higher to the “we” of pan-American Hispanicism.

Mexican Americans constituted the majority of the nation's Hispanic population. But Mexican Americans were in no position to define the latitude of of the term “Hispanic” - the tumult of pigments and alters and memories there. “Hispanic" is not a racial or a cultural or a geographic or a linguistic or an economic description. "Hispanic" is a bureaucratic integer – a complete political fiction. How much does a central American refugee have in common with the Mexican from Tijuana? What does the black Puerto Rican in New York have in common with the white Cuban in Mimi? Those Mexican Americans in a position to speak for the group – whatever the group was – that is, those of us with access to microphones because of affirmative action, were not even able to account for our own success. Or were we advancing on the backs of those who were drowning?

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Old 10-14-2009, 10:17 PM
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Rodriguez 5)

Quote:
Think of earlier immigrants to this country. Think of the Jewish immigrants or the Italian. Many came, carefully observing Old World distinctions and rivalries. German Jews distinguished themselves from Russian Jews. The Venetian was adamant about not being taken for a Neopolitan. But to America, what did such claims matter? All Italians pretty much looked and sounded the same. A Jew was a Jew. And now, America shrugs again. Palm trees or cactus, it's all the same. Hispanics are all the same.

I saw Cesar Chavez again, a year ago, at a black – tie benefit in a hotel in San Jose. The organizers of the event ushered him into the crowded ballroom under a canopy of hush and tenderness and parked him at the center table, where he sat blinking. How fragile the great can seem. How much more substantial we of the ballroom seemed, the Mexican-American haute bourgeoisie, as we stood to pay our homage – orange women in fur coats, affirmative-action officers from cigarette companies, film makers, investment bankers, fat cats and stuffed shirts and bleeding hearts – stood applauding our little saint. Cesar Chavez reminded us that night of who our grandparents used to be.

Then Mexican waiters served champagne

Success is a terrible dilemma for Mexican Americans, like being denied some soul – sustaining sacrament. Without the myth of victimization – who are we? We are no longer Mexican, we are professional Mexicans. We hire Mexicans. After so many years thinking ourselves exempt from some common myth of America, we might as well be Italians.

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Old 10-15-2009, 11:46 PM
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Next day or three I want to get into the Denver youth conference and get into the origin of the farfetched concept of Aztlan and contrived north of the border "indigenism" of people with south of the border Mexican mestizo origins, as well as a smattering of associated issues.

I might take a couple days off or post on something off topic but relevant in the meantime.

[Jeanfromfillmore]

Old 10-17-2009, 09:09 AM
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This is in the words of Ernest Vigil, a member of the Crusade for Justice from 1968 to 1981, organizer, activist, and an ethnic and race research associate at the University of Colorado. From his book Crusade for Justice.


Quote:
El Plan Espiritual De Aztlan

The first Denver Youth Conference is best known for a proclamation called El Plan Espiritual de Aztlan, published in English and Spanish and consisting of a preamble and a less well known “program of Action”. The three paragraph preamble read:

In the spirit of a new people that is conscious not only of its proud historical heritage, but also of the brutal “Gringo” invasion of our territories, We, the Chicano inhabitants and civilizers of the northern land of Aztlan, from whence came pour forefathers, reclaiming the land of our birth, and consecrating the determination of our people of the sun, Declare that the call of our blood is our responsibility, and our inevitable destiny.

We are free and sovereign to determine those tasks which are justly called for by our house, our land, the sweat of our brows, and by our hearts. Aztlan belongs to those who plant the seeds and water the fields, and gather the crops, and not to the foreign Europeans. We do not recognize capricious frontiers on the Bronze Continent.

Brotherhood unites us, and love for our brothers makes us a people whose time has come and who struggles against the foreigner “Gabacho”, who exploits our riches and destroys our culture. With our heart in our hands and our hands in the soil, We Declare the Independence of our Mestizo Nation. We are a Bronze People with a Bronze Culture, before all of North America,before all our brothers in the Bronze Continent, We are a Nation, We are a Union of free Pueblos, We are Aztlan – Por La Raza Todo, fuera La Raza Nada. March 1969.

“Aztlan” referred to the origin of the Nahuatl speaking Mexica of Mexico, who are commonly, but incorrectly, referred to a Aztecs. They came from somewhere in Northern Mexico or the present day American southwest. The Mexica, who are not specifically mention in the Plan, arrived nearly one thousand years ago in the Valley of Anahuac, after a long odyssey,and rose to power and splendor until their subjugation by the Spaniards. The location of Aztlan, their homeland, is difficult to ascertain: somewhere between Nayrit, Mexico – 400 miles northwest of Mexico City – and the present day U.S. Southwest. Who could locate, with precision, Aztlan, the ancestral Mexica homeland? Incidentally, no account of Aztlan locates it near Denver, which is 120 miles north of the Arkansas River, Mexico's northern border at the time of the American takeover.
Continued below

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Old 10-17-2009, 09:13 AM
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Vigil continued
Quote:
“AZLAN” RECONSIDERED

The wording of the Plan demonstrates ethnic pride in its consciousness of a “proud historical heritage”, but its poetic wording creates great interpretive difficulties. It declared unity in gender based terminology (“brotherhood unites us, and love for our brothers makes us a people whose time has come”). It spoke of “tasks which are justly called for by our house, our land, the sweat of our brow, and by our hearts”. But what exactly were these tasks for which our hearts called, and what, exactly, was it time to do?

And what did indigenous nations have to say about this grand plan declared in their absence? They clearly have their own myths, legends, and histories of origin that surpass, equal, predate, or displace Aztlan. What did the Plan mean to the tribal nations of the present day American southwest, if this was where Aztlan was once located, tribal nations who had engaged Spaniards and Mexicans (mestizos) in bloody warfare for encroachment on lands they occupied. Or was their input needed, since Chicanos were really “Indian”, or at least mestizo, anyway?

While declaring the “Independence of our Mestizo Nation”, the Plan says nothing about these peoples and nations, nor about African Americans or the role – if any- that the foreign: "Gabacho” would play in the nation it proclaimed. Its wording implies the solidarity of the Americas, since it does “not recognize capricious frontiers on the Bronze Continent”. But how were Chicanos to commune with their “brothers” across these borders? And what was meant by a “Bronze People with a Bronze Culture”?

The Plan declares, “We are free and sovereign, We are a nation”. Was this to be a new nation called Aztlan? And how would Aztlan relate to Mexico? Or would it? Was the Plan a literal declaration of independence from the United States? If so, where were the limits of these lands, since Mexico's borders were drawn by Spanish imperialists anyway and, at the time of the American takeover, vast regions populated not by Mexican mestizos, but by sedentary or nomadic tribal nations? In what sense did “Chicanos” have “their hearts in their hands and their hands in the soil”? What did this interesting imagery mean?

The verbal and theoretical imprecision of this declaration leaves room for many interpretations. Whatever “Aztlan” meant, the word spread rapidly after the conference. Students, for example, soon adopted the name Moviemento Estudiantil Chicano de Aztlan (MEChA) – The Chicano Student Movement of Aztlan.

The Plan was, as noted above, a two part document; Gonzales wrote the program, while poet Alberto Urista wrote most of the preamble. The program sees nationalism as an ideology around which Chicanos would rally:

"The Chicano, (La Raza de Bronze) must use nationalism as the key for or common denominator for mass mobilization and organization. Once committed to the idea and philosophy of El Plan de Aztlan, we can only conclude that social, economic, cultural, and political independence is the only road to total liberation from oppression, exploitation, and racism. Our struggle must be the control of our barrios, campos, pueblos, lands, our economy, and our political life. El Plan commits all levels of Chicano society: the barrio, the campo, the ranchero, the writer, the teacher, the worker, the professional, to la causa."

Nationalism was so important that a restatement of it served as punto primero (point one): “Nationalism as the key to organization transcends all religions, political, class and economic factions or boundaries”. Nationalism is the common denominator that all members of La Raza can agree on”. Gonzales believed nationalism should, and would transcend those factors that divided Chicanos. Leftists and many intellectuals at the youth conference, however, argued that “La Raza” itself was divided into classes with divergent interests, and that, at its worst, primitive nationalism could be racist. For them, nationalism alone would not transcend class privilege and bias. The Plan did not address these issues.

The resolutions of the crusade's youth conferences of 1969, 1970, and 1971 reflect the prevailing nationalist sentiments of conference participants. Nationalism may not have been a comprehensive political theory, but it prevailed in the conferences' rhetoric, emotion, spirit of unity, and youthful enthusiasm. Philosophical conflict arose between nationalists and those advocating theories based on class, and though the Plan did not cause these conflicts, being merely an expression of pre-existing nationalist sentiment, neither was it an adequate framework to comprehend or resolve them.

For all its conceptual murkiness, and rhetorical quirkiness, the Plan's preamble and program denounce exploitation and advocated liberation and self determination, calling for driving out exploiters and “occupying forces”. It was provocative In its advocacy or “revolutionary acts” by youth and was traditionalist, or conservative, in its defense of culture, morals, and values like “respect” and “family and home”. It was idealistic in advocating “love”, “humanism”, and “dignity”. It criticized and rejected American society and government and served as a radical voice that spoke to many ideas, emotions, visions, and issues within the community.

[Jeanfromfillmore]

Old 10-18-2009, 02:52 PM
ilbegone ilbegone is offline
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Here is a description of “youth” behavior in Denver which would be described by the Plan of Aztlan as “revolutionary” rather than criminal juvenile delinquency. There is also some “ethnic cleansing” of public employees at these parks, without detail provided how the previous employees were persuaded to quit their park jobs. It states that black employees were still employed at Mestizo park after the take over, but doesn't say how many or what percentage. There are descriptions of a night fight in the park between black and brown, exchanged gunfire, and gunfire directed towards a police car as well as housing units the next night.

This is just one account of the many sided story. Reading between the lines, I believe there is much left unsaid or favorably stated towards the narrator's side, and it doesn't seem there was a single incident of spontaneous eruption of resentment and violence between black and brown as the narration seems to suggest.

I wonder how many of the participants were actually drop outs instead of school attendees as described, and I wonder what the drop out and gang banging rate is now compared to the early 1970's.

From Vigil's book.

Quote:
LIBERATED TERRITORY: ALMA, MESTIZO, AND LA RAZA PARKS

Though law and order politics had the edge in the polls, activists continued to gain ground in the barrios. During the summer of 1970, young political activists and community residents took over the public swimming pool in the Northside's Columbus Park, a tactic patterned after the 1969 take over at Lincoln Park. The pool at Curtis Park was taken over in 1971, and the three parks were renamed La Raza Park, Alma Park, and Mestizo Park.... Though it lost influence over Alma Park in the early 1970's, the Crusade for Justice continued as the key influence at the East side and North Denver parks, which became centers of community organizing, leading to conflicts with local authorities.

Conflicts at Mestizo Park

Youth activists in the East side pressured employees at Curtis Park to quit their jobs in 1971, and replaced them with staff from the community. Among the new employees were Artie, Victor, and Tomas Ornelas, Danny Castro, Ray Zaragosa, Philip Miera, and others. The Mestizo Park takeover had led to unforeseen complications.

Chicano youths were well organized and highly politicized through their participation in school walk outs and involvement in the Berets and the Crusade for Justice. Though the African American community in the East side is larger than the Chicano community, Chicanos predominated in the immediate area of the park. African American youths were also employed at the park, but conflict arose when some resentful black youths felt that “the Mexicans had taken over”.

Community activists recall that some of the African American youths had recently moved to Denver from the Deep South or were staying with relatives during the summer months. Unfamiliar with Mexicans, some of these youths viewed Chicanos as dark white people.

In the summer of 1972, conflict escalated when Chicano youths reported that they had been assaulted or bullied by this particular group of youngsters. The park staff sought them out and told them both groups suffered discrimination and should get along peacefully. The staff reported that this attempt to forge unity was misinterpreted as weakness and fear. After another run in with these youths, the Chicanos challenged them to meet in the park to settle matters.

The twenty or so black youths who arrived that night found themselves outnumbered. Shots were exchanged, and one Chicano suffered a minor wound, reportedly from a rifle shot. The Chicano youths had small caliber pistols and missed their targets in the exchange of gunfire. Representatives of the black youths went to the park the next day saying they wanted to establish a “peace treaty”, The Chicanos responded that this is what they wanted before the violence escalated, but the previous night's incident had changed the situation. A Chicano was shot, while their rivals suffered no injury. The Chicano youths made a counter offer. Both groups were to show up that night. At the appointed hour of 9p.m., the black youngsters were told, they must, as a sign of good faith, shoot the first police car to pass through the Area. Chicanos would then join the battle.

Sporadic gunfire was heard during the day as Chicano youths shot out street lights. By nightfall two city blocks around the park were in complete darkness. Over a hundred Chicano youths from different barrios gathered in the darkened park.

Police cruised the area, but the 9p.m. Deadline passed without incident.A messenger was sent to inform the African Americans that the Chicanos would wait until 10 p.m. for action to be taken. People with police scanners monitored police communications, so youths in the park were aware that riot equipped police were congregating four blocks away and that the nearby fire station was in radio communication with the police to report developments.

The 10 p.m. Deadline also passed. A patrol wagon ventured into the area and was met with gunfire from Chicanos in the park. It quickly retreated. Many volleys of gunfire were then directed at the housing units in the nearby projects where the black youths lived. After 11 p.m. The police marched into the area, but found the park abandoned, thanks to police scanners.

No arrests were made. The next day organizers from the Crusade for Justice and the Black Panthers were called in to negotiate an end to the violence, and conflict between the two youth groups ended.
This isn't the end of general disorder and violence. There are dozens of fire bombings, gun battles with police, beatings, at least one stabbing, mob action, rocks and bottles thrown at police, property damage, at least one lawsuit by MALDEF, lots of violence of one sort or another.

40 YEARS OF CHICANO STUDIES

[Jeanfromfillmore]

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Old 10-18-2009, 03:15 PM
ilbegone ilbegone is offline
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Things don't seem to have changed much in Denver over forty years.

Quote:
Activist puts gangs at crux of shootings

Denver cops cite homicide drop to dispute connection

By Kirk Mitchell and Manny Gonzales Denver Post Staff Writers

Updated: 07/12/2007 01:48:32 AM MDT

A poster offering $2,000 in reward money is posted on a lamppost on the corner of 44th Ave. and Fillmore St. where a man was killed and son wounded by a gunman early Monday morning. (Post / Glenn Asakawa)

A trail of dried blood leads up to the doorstep of a church where one of three fatal shootings happened within eight hours this week.

Members of Good Shepherd Lutheran Church on South Federal Boulevard held a candlelight prayer and vigil Wednesday night on the church's lawn.

"This city is a place that can be torn apart - a place where blood can be shed on the doorsteps of churches," pastor Jay McDivitt told the congregation.

Community activists say a battle is escalating between rival gangs in the city. But Denver police are downplaying any connection and say homicides in the city are down from previous years.

"There are a lot of things that have triggered our concern," said the Rev. Paul Burleson, vice president of political affairs for the Greater Metro Denver Ministerial Alliance.

"We want to make sure it isn't another summer of violence."

Lakewood officials say they suspect that a slaying there early Tuesday involved gangs. Denver police, however, say they don't believe two other killings in Denver involved street gangs.

Denver police also say that the 27 homicides in Denver this year are six fewer than at the same time last year and almost half the 53 homicides by the same time in 2004.

Furthermore, Denver police spokesman Sonny Jackson said it doesn't appear the three recent homicides are related.

But the Rev. Leon Kelly of Open Door Youth Gang Alternatives said the shootings - particularly a drive-by shooting - appear to him to be the work of gangs.

Kelly said the past three weeks have been particularly violent, with many shootings going unreported. Some appear to have been racially motivated, with black and Latino gang members attacking each other. Police reported that a Monday night shooting started as a dispute between groups of black and Latino youths.

"There has been this kind of hostility in Park Hill and the east side the past several weeks," Kelly said. "It takes two or three deaths at about the same time for people to take notice."

He said some of the dead and injured may be innocent victims of gang shootings.

At 9:30 p.m. Monday, two men were shot - one fatally - following a fight outside the South Federal Boulevard church. Roberto Perez-Juarez, 26, was killed, Jackson said.

Four hours later shots were fired from a dark sport utility vehicle at Christopher Pacheco on the 5600 block of West Mexico Avenue in Lakewood.

Members of Pacheco's family say he was not connected to gangs and they don't know why he was shot while playing pool in his garage.

"It certainly is a suspicion that at least the shooters are gang-related," said Steve Davis, Lakewood police spokesman.

Four hours after the Lakewood homicide, two other men were shot - one fatally - in the 4300 block of Fillmore Street in Denver. Eusebio Barboza-Aguilar, born in 1969, was killed, Jackson said.

Police have not arrested anyone in the three homicides, according to authorities.
40 YEARS OF CHICANO STUDIES

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Old 10-18-2009, 03:38 PM
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The Gang's All Here (in Denver)

Quote:
Her grandmother will never forget the day Venus Montoya died. And she will never forgive her killers.

By Steve Jackson
Published on July 17, 1997

We can sit out here," Becky Estrada says from her front porch. She shrugs and shakes a cigarette out of its pack, pausing a moment to stare down the street as though looking for someone. Then she lights up. "The house is a mess."

Small wonder. An endless parade of nieces, nephews, grandchildren, great-grandchildren, in-laws and other family members bang in and out of the screen door. Inside the house, where Becky raised her own children, the curtains are drawn as if to protect the inhabitants from the bright summer sun and the world outside.

A small boy with enormous brown eyes emerges from the dark cocoon and crawls up on Becky's lap. He wants an ice cream from the two teenage boys in baggy shorts and oversized shirts who are pushing a cart up the street. He pleads. "Please, Mom, can I have a dollar?"

"No, son," she replies. Both she and her husband work, but there is never enough--not with so many mouths to feed. A dollar is a lot of money for an ice-cream bar.

Most of the modest homes in the neighborhood are well-kept, with green lawns and relatively fresh paint. Becky's place looks like something has sucked the life out of it--out of the yard, the house, the people who live there. Everyone except the children...nothing seems to knock them down for long.

The boy continues to beg until he gets his dollar. Then he bounds down the cement steps in pursuit of the vendors.

"That's Angel," Becky says, using the Anglo pronunciation of the name. "He was four when they killed his mother."

Becky draws sharply on her cigarette, as though inhaling smoke could smother the sadness waiting inside. But her eyes gleam with tears as they track Angel's return, the already melting ice-cream bar clutched triumphantly in his small brown hand.

Becky is a small, round woman with blue-green homemade tattoos fading on her arms. She looks like a person who once laughed a lot--the tell-tale lines are there around her eyes--but now does not find much reason for laughter. The years have been hard on her; there's been so much death and pain.

When she talks, her eyes mirror the emotions of the moment. Her anger at gangs and guns and the senseless, never-ending violence. Her fear that Angel and the other children face a future in which they will likely be victims of or participants in that violence. But mostly Becky's eyes reflect her apprehension, her anticipation that any news will certainly be bad.

A year ago this week, Becky learned that her nineteen-year-old granddaughter Venus Montoya, Angel's mother, had been murdered--by cowards who attacked in the dark and killed an innocent girl.

But there has been some good news of late. In June the Lakewood police arrested several members of the Westside CMG Bloods, and charged them with Venus's murder. It didn't surprise Becky that the same gang members were also accused of killing another young girl, whose body had been dumped like trash in the mountains back in May.

Becky had known in her heart that Venus's killers murdered that girl, too, even before the police figured it out. And now Denver and Jefferson county prosecutors and police officials were talking about having broken the backbone of the CMG Bloods, both Eastside and Westside, through a series of arrests for drug dealing, robbery, racketeering...and murder.

Including the murder of Venus, who wasn't even the gangsters' target that night last July.




In late spring 1996, word was out among the CMG Bloods that Salvino "Sal" Martinez was a snitch. That he was talking to the "po po's": the Denver Metro Gang Task Force and the Denver Police Gang Bureau. Giving up some of his homies to save his ass...or maybe to further his own business interests by eliminating the competition.

Martinez was asking for trouble. The Crenshaw Mafia Gangster Bloods, who'd started out as a black gang near 104th and Crenshaw Boulevard in Los Angeles, had shown up in Denver over a decade ago--and their power had been growing ever since. Although at first their numbers and influence had been negligible compared with some of the homegrown gangs, by last summer they covered much of the metro area.

The CMG Bloods split Denver by race and territory. Eastside CMG was predominantly black and claimed the Park Hill area down to Aurora and into Montbello.

Westside CMG came along a little later, when more Latinos joined up. Most of that branch remained Latino, although there were also white, Asian and black Westside CMGs. Generally, the Westside CMG claimed anything west of downtown Denver, into the east side of Lakewood and south into Bear Valley. But not north of Colfax--that was Northside CMG.

What made Eastside and Westside CMG unusual was that the gangs cooperated in their various criminal activities, as well as for mutual protection. (By comparison, black and Latino Crips gangs in Denver rarely had anything in common other than a name and, in fact, were often violent rivals.)

Some Westside CMG members even claimed to be Eastside as well, especially if that was their original affiliation. Like reputed Westside CMG leader Daniel "Bango" Martinez, a 24-year-old with a seven-year history of arrests for drugs, assaults and acting as a general menace to society.
http://www.westword.com/1997-07-17/n...ng-s-all-here/

[Jeanfromfillmore]

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Old 10-18-2009, 04:11 PM
ilbegone ilbegone is offline
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Gangs in Denver

I don't know how accurate this may be, but could be a starting point for some research. Curtis Park, renamed temporarily renamed Mestizo Park in the Chicano take over in the early 70's is mentioned, as well as some of the neighborhoods mentioned in Vigil's book concerning early Latino activism in Denver.

Quote:
1. North Side Mafia ("NSM", also North Side Barrio 41st Street Locos) North Denver- Sunnyside Neighborhood)

2. Varrio Quinta Loma ("VQL", more often spelled with numeric symbol; "5ta Loma") (North Denver- Highland Neighborhood)

3. Varrio Chicos Trece ("VCT") (North Denver- Sloan Lake Neighborhood)

4. Bella Vista Park ("BVP") (North Denver- Jefferson Park Neighborhood)

5. Inca Street Boys (also West Side 5th Street Inca Boys) (West Denver- Lincoln Park Neighborhood)

6. Varrio Exposition Street ("VES") (Southwest Denver- Westwood Neighborhood)

7. West Wood Hud ("WWH") (Southwest Denver - Westwood neighborhood)

8. 32nd Street Nationals (North Denver- Highland Neighborhood)

9. Los Vagos (North Denver- Sunnyside, Highland Neighborhoods)

10. 35th Street Hit Men (HMP) (North Denver- Highland Neighborhood)

11. 18th Street (of Denver origin) (North Denver- Highland, Jefferson Park Neighborhoods)

12. Oldies 13 (East Denver- Curtis Park Neighborhood and 37th Street)

13. 25th Street Raiders (East Denver- Curtis Park, Five Points Neighborhoods)

14. 18th Street (of S. California origin) (also Los Sedanos 18th Street) (East Denver- East Colfax Avenue corridor)

15. Bloods (East Denver- Montbello, Green Valley Ranch Neighborhoods)

16. Crips (East Denver- Park Hill Neighborhood)

17. Gallant Knights Insane ("GKI", usually call themselves Gangstaz Killing Incas)(West Denver scattered)

18. Lomas 13 (Denver Origin) (South Denver - Ruby Hill Neighborhood)

http://wiki.answers.com/Q/What_are_t...enver_Coloardo

[Jeanfromfillmore]

Old 10-19-2009, 07:22 AM
Rim05 Rim05 is offline
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About a week ago I saw a program on the History chanel about the gangs in the US. It was very interesting. I did not know how large it is. The Hells Angels and the Mongols were the bikers gangs. I found out that Hells Angels are White Supremists and the Mongols are Hispanic, at least that is what the program said. Makes you feel kinda sick when you watch some of that stuff.

[Ayatollahgondola]

Thanks for doing all that work you guys,

I'm still learning the database stuff, but I expect to be able to move stuff between forums within a few months. You're hard works will be put to good use. The schools events are on the come.:)