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The Serna School experiment still has to prove itself


Saturday, June 20, 2009 5:32 AM PDT

We hoped for a soaring outcome when Joe Serna School was launched in 2002.

Americans are notoriously monolingual, and we had hoped that this bold experiment would launch, if not a revolution, at least a modest success in American education.

The first students who have received their entire education at Serna will be entering high school in the fall.

Thursday's paper included an interview with Cammie and Steve Plath, a local couple thrilled with the education their kids received at Serna School. Many other families feel as the Plaths do, says the Great Schools Web site, which collects school data and user ratings and comments. Great Schools parents rate Joe Serna four stars out of five.

However, deep in our story was the disappointing fact that the school's average API score in 2008 was 668. According to the Great Schools Web site, that earns Joe Serna a ranking of 1 out of 10 compared to other schools in the state, and still 1 out of 10 compared to schools with similar "demographics" â€" parent education, poverty, student mobility, student ethnicity and other criteria.

It is a shame, we think, that API does not measure foreign language skill and perhaps some other talents that will be essential for success in the 21st Century. And other testing seems to show that Serna's program of switching kids from Spanish to English as they approach high school is working, especially in math.

But still â€" 668.

Let's hope the first all-Serna grads keep improving in high school. Our fingers are crossed.

â€" Lodi News-Sentinel

Reader Feedback

Lou wrote on Jun 26, 2009 11:10 AM:

" Mr. Maple you're a genius.

There is even a new study out that children test better, score better and get higher grades if they are paid to do so. Duh, I think that study was generated by the same folks who told us that rich people are happier than poor people.

So, let's fire a Assistant Superintendent or two....and spread around his/her 150K in salary.

Mr. Maple please run for our Board. We need honest common sense people like yourself not more crooks. "

Pat Maple wrote on Jun 26, 2009 10:37 AM:

" Lou: A few other solutions (?):

Block scheduling, three semester schools, rotating teachers (to cut boredom and discipline problems).

For some cut the school day to four hours...7AM to 11AM...they have to work to help support themselves. Some could go to apprenticeship schools to learn a trade or skill.

Open the schools for students to be tutored and be tutors for others...pay them a small stipend per semester.

Let students test out of some of the requirements and move on. Their call.

Allow summer school to be part of a fast track to graduation as well as for catching up.

Hire non academia to run the business of the school. It is a business and should be treated as such. "

Pat Maple wrote on Jun 26, 2009 9:26 AM:

" T Jeff: Lou is correct it is the law. Full inclusion was mandated at that time. My own opinion reflects what I saw as both a parent with children in school and as a Board member and PTA member. Are there some problems? Yes. Has it brought some students down? Yes. Has it raised others ("smart" ones) up? Yes. Severely handicapped (as defined by the law and psychologists) are in general taught in a different manner. The students who are mainstreamed, in general, struggle in only one or two areas and can be elevated several grades in a short time when they are given an IEP (individual education plan) to help them. Lou is also right in that many parents often blame others for their own circumstances. There are bad teachers just like there are bad welders and bad bookkeepers...but I would say the vast majority are good and conscientious employees who follow Board guidelines and on some occasions shouldn't. "

Lou wrote on Jun 26, 2009 9:10 AM:

" Whoops! Sorry for the double post. "

Lou wrote on Jun 26, 2009 9:08 AM:

" Let's forget the problems for a minute or two and talk about some solutions, here they are:

School that starts as early as 7:00AM and is open to as late as 7:00PM; there would be no homework as "all work" must be done at school under the direct supervision of a trained adult. Now, we don't need to worry if mom or dad is around to help or able to help.

A school year (like the rest of the world) that is 225 days long not 185 days. Do the math, you can (and should be able to to) learn 20% more if you go 20% longer; not to mention what is lost in the time these kids get lost in their summers.

We feed everyone, three meals a day if need be...we could do means testing but why bother ...food is the least expensive component of this solution.

We need one-on-one tutoring to catch these kids up on reading and writing at the very least. That's easily done.

LUSD spend 240 million a year to do what? Are they succeeding? Your thoughts? "

Lou wrote on Jun 26, 2009 9:06 AM:

" Let's forget the problems for a minute or two and talk about some solutions, here the are:

School that starts as early as 7:00AM and is open to as late as 7:00PM; there would be no homework as "all work" must be done at school under the direct supervision of a trained adult. Now, we don't need to worry if mom or dad is around to help or able to help.

A school year (like the rest of the world) that is 225 days long not 185 days. Do the math, you can (and should be able to to) learn 20% more if you go 20% longer; not to mention what is lost in the time these kids get lost in their summers.

We feed everyone, three meals a day if need be...we could do means testing but why bother ...food is the least expensive component of this solution.

We need one-on-one tutoring to catch these kids up on reading and writing at the very least. That's easily done.

LUSD spend 240 million a year to do what? Are they succeeding? Your thoughts? "

Lou wrote on Jun 26, 2009 8:57 AM:

" Mainstreaming as you call, "others full inclusion"... is not just a good idea "academically speaking" and its not just good table manners, it's the law, period.

Each and every child, regardless of color, creed, ability or disability deserve and MUST receive a free and appropriate education. Free and appropriate may mean different things for different students. However, it has nothing whatsoever to do with segregation on any level.

There are many students who didn't do well because they had bad teachers, poorly written text books, drunks for parents, and a no frills childhood that didn't include little things like good diets (enough food) no parental supervision or any REAL HELP from the system.

The government needs to do more not less, extended school years, extended school days, individual tutoring and it might not hurt to have a few adults around who give a damn.

There's a difference between english language learners and someone who has been raised from square one by highly educated, highly motivated, "I got my degree from Stanford." If we want real progress we are must put in (as a society) a real effort. "

t jefferson wrote on Jun 24, 2009 10:08 PM:

" Pat you answered my question...the studies were done from the prospectives of the children being mainstreamed not from the perspective of the rest (majority) of the students. Well guess what your do-gooding in the 90s has resulted in a mess where teachers spend most of their time with these students and the average and above average are left to fend for themselves. Great work, the worst outcome for the most people has been achieved in the name of progress.....guess some different people should have been on the school boards, doubt it would have changed anything though, this country has shyed away from addressing the root cause for along time by throwing more money at the problem... "

Pat Maple wrote on Jun 24, 2009 1:40 PM:

" The "slower" students were sent to another room with a special ed teacher when I was in elem (50/60's). The practice of segregating (that may not be the right term) them was still going on in the 80's and mainstreaming became the norm around 1992. My dates may be wrong but I do remember as a Board member in the 1990's we wrangled with the problem quite often. I have always believed in mainstreaming. Go to the CDE web-site and look up special education and IEP's there is a lot more information there than would fit here. The case for lowest common denominator can be found there and several other sites as well. Much of this is stuff I learned 10-12 years ago. If you can't find it let me know. "

t jefferson wrote on Jun 24, 2009 7:39 AM:

" One other question in case the last wasn't clear. Where are the studies on the decreased education of higher learning student as a result of the mainlining process. Teaching to the lowest common denominator is what the current crop of School educators focuses on and it isn't working.... "

t jefferson wrote on Jun 24, 2009 7:36 AM:

" Pat I'm curious, when were the "dummies" segregated? It appears to me they have always been in the classrooms. You currently have 5th grade teacher trying to teach to a group of students with K-8 grade level. Almost impossible if you ask me. Pile on EL requirments and it really breaks down. So what what study shows that segregation doesn't work? As far as I can tell it hasn't been tried and we throw billions at education trying for the next magic bullet, while we continue missing the target.

As far as Serna, time will show my previous comment to be the outcome, too bad the country will suffer because people can't think more than 5 minutes ahead. "

Giovanina wrote on Jun 23, 2009 11:54 AM:

" That is the real problem. Too many things are easy to get while growing up, so the work ethic is no longer taught in most cases.

They think that life should be easier in a new millenium, but it has become even more complicated. But people, en mass, have not kept up with the responsibility of living within that more complicated world. In their sense of mind, everything should be answered by the act of a remote control or keypad.

In the past, many people had the knowledge to work on their own cars. Now, you see many people can't even change their own flat tire, or the oil in their cars. A decline in civilization. "

Pat Maple wrote on Jun 22, 2009 6:30 AM:

" I'm sorry...but the brightest do...math is math, history is history. Excuses are excuses no matter how you frame them. "I didn't do well because...(you fill in the rest). Too many students and parents look for excuses as to why their children are not doing well in school. If language were the case then why do recent immigrant Chinese and Eastern culture students do well here? I have a 1938 book called High School Self Taught that includes physics, sociology, psychology, French, all the histories, arts, public speaking, sciences and chemistry, astronomy and physiology... all required to be able to take the HS exam for their diploma. The book is nearly 1000 pages long. It was tough then. The world is tougher now. "

anotherlodian wrote on Jun 21, 2009 3:37 PM:

" Let our students be tested in english and in spanish and you will see our API's scores soar. You cannot guage an individuals knowledge and intelligence when you are not testing them as they are taught. Even the brightest students in mainstream programs would not test well in a program they did not learn in. "

Pat Maple wrote on Jun 20, 2009 1:36 PM:

" They will not. Much like when we segregated the "dummies" from the rest of the student body...segregating these students into a Serna school is wrong. There are enough studies on the practice of mainstreaming special ed and handicapped students to prove this. The benefits these groups of students receive far outweigh those received from experiments like this. We should not be educating students with our fingers crossed. Put them in a tougher environment and let them shine. Putting them in a school like this is nearly admitting that they are too dumb to make it elsewhere! "

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