In 1968, Los Angeles Latino students at Roosevelt High School took a brave stand and called for a better education. They asked for basic things, such as books, equal opportunity and access to the information they needed to get ahead in life. Other students in other high schools spoke out and walked out in solidarity with them. It was a proud time for Latinos in the community. Their voices were heard.
The question: Have things changed? Are our students in this city being provided the tools they require to succeed in this competitive world?
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The 1968 walkouts have reshaped and paved the way for change within the L.A. school district in terms of the strides towards improvement of facilities, acknowledgement of the diverse student populations and incorporating this within the curriculums. In assessment of the later, statistical data must be examined to determine the percentile in which particular schools fall. A brief summary of graduation rates of the schools featured in the movie; in order from highest to lowest – Garfield 108%, Wilson 105%, Lincoln 100%, Belmont 89%, and Roosevelt 89% (2005-06), seem to reflect progress. Although these percentiles seem normative, closer inspection of the California standard testing scores for specific subjects suggest otherwise. A summary for all five schools reflect alarming statistics in the subject areas of language arts, world history, math and science. Categorized in advanced, proficient, basic, below basic or far below basic; sores tended to cluster around the below basic range. Particularly alarming are the statistics for science and history, the largest percentile for all five schools fell under the far below basic category. Not one school scored proficient in any of the four subject categories. To attempt to logically determine whether students are being provided tools sufficient enough to be competitive, a more in-depth look at scores in comparison with the national and state wide averages should be considered. An overall glance at these testing scores suggest otherwise.
Personally I don’t think that the schools have changed much since the walkouts in 1968. The focuses have drifted and the demands are different in today schools. About 5 years ago the act of the law NO CHILD LEFT BEHIND came in to affect but the program has yet to show its success. This new law asked to hire will prepared teachers and to help increase the test scores to the standardize testing. Unfortunate this new bill was not enough to change some of the worst schools. In 1968 the students asked to be able to speak Spanish at school now in 2007 the government is leaving the EL (English learners) behind. Being unfair and testing students in English when they should be tested in Spanish. The school in east LA and south central LA continue to get the back end of the stick even after 39 years.
Since the 1968 walkouts, Latino student’s voices began to be heard and as a result changes began to be made to improve the overall quality of education for all Latinos within the inner city schools. Over the years these changes have began to improve for all minority students. Changes such as ESL programs, more college advisors, honor/AP class, and engaging elective programs during and after school have all had dramatic effects on the educational futures for Latino students. All these changes gave Latino students better opportunities by providing them with the resources necessary to not only improve their quality of life through education, but also provide future Latino generations a chance to compete at the same level of the majority class. Although the walkouts of 1968 made traumatic changes within the Latino community, the fact is that times have changed and the bar has been risen within competitive society, making it harder for Latinos and other minorities to continue to succeed. While great changes were made as a result of the walkouts, the facts show that there is even more of an need to advance such programs and create new ones that provide equal access to educational resources and opportunities that will allow Latino students from inner city schools to continue to empower themselves and succeed at such completive levels of society, and keep the initial dream of equal opportunity alive for all Latinos.
The film “Walkout,” demonstrated a big liberating movement for the improvement of Los Angeles school system. The walkouts of 1968 allowed the Latino students representing L.A.’s schools to voice their justice and present positions of change with school curriculum, rules (i.e. bathroom privileges, the discontinuation of janitorial services as a form of punishment, the use of their cultures communication –speaking Spanish), etc.), course material, updated books, etc. They wanted to change the way their race was perceived and the way they were being treated, especially in the school system. Many students weren’t even encouraged to apply to any type of college institution if as a student they did not represent top percentile of their class. This limited opportunity advancement for most of the Chicano students who attended any public high school in LA. The ambition of Latino teachers, current Latino college, and high school students combined was to better the school system in which they learn and/or teach. They wanted to decrease their statistical drop-out rate and increase their higher education rate of Latino students, thus ultimately changing the current trend of how others view Latinos (i.e. gangsters, stupid, etc.). In addition, they wanted their Chicano culture to be heard following change within the L.A. school system. Some relevant facts to this film are listed below:
-It is fact that 53% of Latinos in California do not graduate from high school (Pew Hispanic Center. Fact Sheet. Latino Teens Staying in High School: A Challenge for all Generations. January, 2004).
-In addition, only 44% of Latino students who start 9th grade in the Los Angeles Unified School District (LAUSD) graduate four years later and 17,000 Latino students in the LAUSD never return for the 10th grade (California’s Progress Toward Equitable College Access. UC/ ACCORD. (2004).
-In the sense of higher education: Latino students account for 8% of all students in the 10 campuses of the UC system. In addition, Latino students represent 12% of all students in the 23 campuses of the California State University system. (Excelencia in Education with support from USA Funds-Latinos in Higher Education in California. October, 2005).
- Only 21% of Latino high-school graduates have completed the required courses for UC/ CSU admission (California Department of Education (2004-2005).
-66% of Latino parents do not have basic information about the college process, such as whether a bachelor’s degree would be eared at a community college or a four year institution or the need to take the Standard aptitude Test (SAT) for college admission (University Preparedness of Public High School Graduates, California Post secondary Education Commission, March, 2005).
The following statistics shows that significant changes need to be made in our learning institutions, in order for Chicanos to prosper in life. It is obvious that teaching in the requirements of attaining a higher education needs to take action, not only for the students, but for their parents. Though these numbers have been slightly increasing, the city still needs to continue to offer assistance programs and a better quality education, for those who cannot necessarily afford to attend that of a private institution. In addition, to receive more advocates on the school board committee would most likely promote a quicker change for Latinos to gain an education which will contribute to their opportunities post high school education.
Dr. Jay P. conducted research in 2001 on graduation rates amongst different ethnicities nationwide. His research shows that the U.S. graduation rate for the class of 1998 was
71 percent:
White students- 78 %
African-American students- 56 %
Latino students- 54 %
The National Center of Education Statistic reports that the drop out rate 44.2 percent for Hispanics ranging from the ages of 16- 24 years old born outside of the U.S. was more than double the rate of 16.1 percent of Hispanic born in the U.S. reports also suggest that more than 1 in 4 Hispanics will drop out of high school.
The numbers seem to show little improvement in the education system in the U.S. for immigrant families and non-born U.S. citizens. I have met high school students who attend LAUSD through my volunteer work at an Asian non-profit. I tutored this 9th grader boy who had the reading level of a second grader. I found it very surprising that the he was able to pass through grade school and junior high without knowing basic reading skills. My supervisor had explained to me that teachers have a quota of students to pass in order for the school to receive funding from the government. The boy I tutored was a prime example of how the corrupt educational system in LA has pushed him to high school without an adequate reading level for his age. Little attention was given to him in order to succeed academically; rather, he was seen simply as another number, another statistic to which teachers and the school administration exploited to maintain financial governmental assistance. Lack of concern for student’s academic success has lead many Mexican-Americans to shut off college as a door of opportunity which eventually results in menial jobs and labor work.
I believe after the civil rights protests of the ’60s, the government has implemented more college bound programs that encourages the Chicano community to attend the UC system. However, why is the high school drop out rate still a social and economic problem in the LAUSD? Studies have shown that the problems originate from the home or are personal issues such as early teen pregnancy, gang violence, drug abuse, and even shame of immigration status of their family could attribute to poor, academic performance. A combination of family issues that may arise due to generation gaps between second generation Mexican-Americans and their immigrant parents and the continual unequal, educational access of ethnic minorities causes many to fall out of the LA school system.
Indeed, the private high school, Notre Dame, which I attended in Sherman Oaks, CA had far more counselors to assist students with their college application process than my friend who attended a public high school 5 miles away from me. Schools are disproportionately allocated with counselors who can efficiently tend to student’s needs for college preparation. A typical, public high school that may be composed of about 2,000 students is need of more than 4 counselors to sufficiently help those who will be applying to college.
The cost of college also makes education unequally available to anyone. Although more Chicanos and other minorities have been getting accepted to the UC system, the weeding facotr to who goes to which college is dependent on the family's income. Sure, the bright daughter of an immigrant family can get accepted to UCLA with good grades and the right resources, but the financial situation is but another obstacle for many second-generation studnets to attend college.
Ok really, things have definitely changed from the education Hispanic people/Latinos have today from the education they had in 1968. I mean, today every student can use the restroom during lunch breaks and Spanish (as well as any language, other than English) can be spoken in any school. However, although there are a number of things (inequalities) that no longer exist, inner city schools still lack some tools that they lack that would guarantee them equal opportunity to get ahead in life. For instance, there are some schools that have more than enough books to allow their students to have some at home and some in class so that they do not have to carry their books back and forth. Also, I do believe that some schools have extremely dedicated teachers and other schools (inner city) there are more teachers that may not feel the need to work as hard to teach their students. I think the biggest tool that students in inner city schools like the Latino and (other minority groups) lack our enough educators or counselors to provide them with the one-on-one guidance and support other students receive for college. While I do believe that the number of high school graduates have increased significantly and the schools have improved, I think that there is more to be done. For instance, in 1968 1 out of 4 Latino students graduated high school, today 42% of Latino graduates enter college (National Average). I think the biggest problem Latinos have is the lack of educational support for them to continue to go on to higher education. I think that high schools should have college workshops or programs where the parents of Latinos students may attend to learn about college, the benefits it has for their kids, and how their kids may succeed in college. I think if we want to really see a change we must start from the bottom, we must start the change at an early age…preschool or kindergarten. I remember hearing that English as a Second Language was suppose to be the answer to the problems of helping first generation students have a better learning environment since they came from a home that English was not the first language. However, this program failed….I think instead of helping the students it made it more confusing and the environment was nothing but humiliating for the students. The students were isolated from the majority of the class so that they would be “taught on a one-on-one” basis. I think the lack of understanding from those that are developing these programs is what needs to be changed. If people do not understand the group being harmed, in this case the Latinos, then tools to help them succeed will fail.
Of course things have changed it would be lies to say the school system has not. However, things have not changed enough, sure Latino or any other group can speak their language at school but things academically still have a long way to go. In just about any high school there are those who are encouraged to go on to higher education and there are those who are simply encouraged to graduate high school. There is a tremendous difference in AP classes and regular education and tracks (for those high schools that operate on a track system). Take into consideration the example of AP and general education courses. In AP classes the students get the newest books, the best teachers, and inputs from students in the class are heavily encouraged. On the other hand, people stuck in general education get books that have writings all over, the teachers analyze these books for the students, and opinions from students in the class are not encouraged. The track systems too have variations in the way they prepare students in the “special tracks.” There is Magnet/ A track and then there are B and C tracks. Magnet/ A track students receive the better commodities, better classrooms, and better books, are allowed special privileges because they are “mature” and are more college oriented. In a news release published on August 16, 2007 by the California Department of Education the school chief, Jack O’Connell states that “while California’s 6.3 million public school students are clearly doing better today than they were five years ago, the numbers also tell a story that’s not as easy to talk about.” This story he speaks of has to do with the deeply troubling achievement gaps in our system. O’Connell goes on to say, “Racial achievement gaps that show African American and Latino students are not succeeding as well as they need to be, and are not succeeding nearly as well as their white and Asian peers. Though he does not link this directly to school districts it is starling to know that according to the data posted online by the California Department of Education, more Latino and African American students drop out of Los Angeles Unified than they do in other Anglo communities. Also, state wide it shows Latino students have the highest dropout rate of any other ethnicity, 5 percent statewide compared to two percent in Caucasians. Starling facts for those who believe everyone is getting equal treatments in our school systems today.
I think that education has dramatically changed from the 1968 walkouts; however, there are still numerous problems in our education system. Students in some areas still do not have the advantages that other students, for example living in Beverly Hills, might have. I attended both private and public schools during high school. Through the years I noticed the huge difference between both types. The public school I attended didn't have enough books for students to take home. There were barely enough in class. This was the case primarily for those that weren't in in Honors courses. Not only were there not enough textbooks but college counselors were never available because of the overpopulated school. This brings up another problem that is continuing in public schools. Overpopulation. Schools are admitting so many students onto their campuses that sometimes there are not enough professors or classrooms for everyone. Cities are becoming more populated and consequently the city is unable to provide its residents with the adequate resources for education. Private schools are becoming more expensive and because of that parents have no choice but to send their children to public schools where they might risk receiving certain disadvantages. Overall a lot still needs to be done in regards to education but things have definitely changed since 1968. We have come a long way and the trend should continue.
The 1968 high school walkouts made a dramatic change in the lives of Latino students. The Los Angeles Unified School District complied with many of the request the students made. They were able to use the restrooms throughout the day, speak their native language without punishment, received updated textbooks, and curriculum. During the 1960s, Mexicans were viewed as a second class to everyone else. No one in power paid attention to the treatment of Mexicans especially Mexican students. It required the bravery of young individuals to demand a change for the treatment of Mexican students. If it were not for people like Paula who had insisted on a change for all students, then today’s society might have been radically different. I have a great deal of respect for those who took a stand in the educational practices for Mexicans. I think how I may have never been given the opportunity to go to college or have a good education in high school. In my opinion, the public school system has changed drastically since the 1968 walkouts. Students have many more privileges and benefits compared to students of the 60s. Although I think the school system has change I do not know that from my own experience. I attended private school and never knew what it was like to not have enough books or other sorts of benefits. From the information I know, high schools are much better now compared to other years. I know there is a much higher level of effort to get students into college. I think students are given the necessary tools to succeed but they just don’t use them to their advantage. There are more counselors to help today but students don’t always take them seriously.
According to the school board the demands that the Chicano activist were protesting for in 1968 were met. Researchers have proven over and over again that the situation is otherwise. In 2005 National Assessment of Education Progress states that the percentages of students who dropped out of high school were higher than blacks, whites, and Asian/Pacific islanders (NAEP, 2005). The 1968 walkouts were done so that Hispanics can be educated correctly so that they may have an opportunity to move upward in our society. In fact they were trying to help future generations and all minorities in general.
A researcher by the name of Haya El Nasser (2005) states that, Hispanics show low enrollment rates in four year colleges and poor English skills. He also states that failure to close the Hispanics’ education and language gap risks compromising their ability to both contribute and share in national prosperity (Nasser, 2005). Another program that can make matters worse for the Hispanic community is the removal of the ESL program.
Most of the kids who drop out of high school early are foreign born and they drop out because some feel that they don’t know the language enough to pursue higher education, so they give up. This is only setting the Hispanic community back one step and the board and the state need to recognize their mistake before it’s too late.
Haya El Nasser (2005) in his article brought to light an interesting point. If the government doesn’t want to assist the Hispanic community now; that it is considered a minority what will happened to our Hispanic community with in the education system when the tables have turned? It is said that the Hispanic population will grow about 25% which would make the Hispanic community the majority. Will the white vote invest in a community that they are secretly pushing aside now? You guys tell me?
The Chicano students that protested in 1964 banded together in order to fight for what should have been given to them in the first place. Half of students in LAUSD drop out each year. And of those forty five percent were Chicano. The things that they fought for have not been changed and I might even say that they have gotten worst with the times. Education inequality still exists in not only East LA Schools but in a lot of schools around LA County. I think that the tools to succeed are available but only to those for seek them out. I went to Bell Gardens High School and we had everything necessary to go to college, but it was not very public or advertised for all to know. The students who looked for the information found a wealth of it. Those who are in the dark about it all are staying in the dark because; our school systems don’t feel the need to put the extra effort and money into our lower class schools.
The stand taken in 1968 was a significant accomplishment for the Chicano community. Although the students of East L.A schools took the first stand they gave other Chicano students nationally the courage to do the same. Since the walkouts of 1968, I believe that education for Chicanos has changed significanlty. After the walkouts the percentage of Chicanos that make it to college went from 2% to 25%, and continued to increase. UCLA alone went from having 40 Chicano students to 1200 Chicano the following fall semester after the walkouts. UC applications were at a record high in fall 2001, where Chicano applicants increased 16.2 percent straight out of high school. Chicano applicants transfering from community colleges also increased 17.9 percent. In addition the 1968 walkouts not only broke barriers for Chicano students but for all underrepresented minority students. In the year 2001, the numbers of applications from underrepresented minority students were at a record high. UC's received the largest number of California freshmen applications ever, 11,739, from underrepresented minority students (African Americans, American Indians, Chicanos and Latinos. Therefore in answer to the question if whether things have changed since the walkouts, the definitely have.
However, students in the city continue to be unprepared with tools that they require to succeed in this competitive world. Liek for example, those students without documentation who are negated the opportunity to receive a higher education. Also, those students that are not prepared for college because they are stuck between the students with high G.P.As in high school and those students with very low grades. Because college couselors are expected to meet a quota of students in the highest percentile, they ignore those students that are college bound, but in the lower percentile. College counselors are ignoring those students who also have the necessary tools to continue with a higher education. By not meeting the needs of these students, they are not given the tools to succeed in this competitive world, an education.
It's 2012 and little improvement has been made in the education of our children in Los Angeles. Nice pretty buildings have been erected but to what end? The LAUSD report Card says it all...nearly half of our graduating (or non-graduating) HS seniors are unprepared for the real world. Bob Navarro, PsyD
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