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Features in Issue #4 Right #5
~ Every Student Deserves a Rigorous Curriculum
Who has access?
What can be done?
Right # 5 = The right to a course of instruction that will enable all students who wish to do so to compete for admission to any public university in the state and participate actively in California’s civic life.

Go to TCLA's Educational Bill of Rights in English & en español.
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This issue focuses on a student's right to a course of instruction that enables him or her to compete for admission to any public university in the state. Currently, only 34.8% of graduating high school students in California successfully complete the A-G requirements - the coursework necessary for eligibility to a UC or CSU campus. Additionally, only 22% of Latino and 25% of African American high school graduates fulfill these requirements. Many Los Angeles parents remain unaware of the coursework necessary for their child to to apply to college. Other students simply lack access to a college prep curriculum. In this issue, students, parents and community leaders discuss their thoughts and feelings about student access to a rigorous curriculum.

- John Rogers, Associate Director of IDEA

Photo: Richard Alarcón

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 Interview with Senator Richard Alarcón
by Solange Castro Belcher

"It (SB 1731) changes the fundamental premise of how we orient our high school students. Instead of having to make a conscious decision to say they do want to go to college, they have to decide that they don’t want to go to college. "
Parent U-Turn Examines The Importance of a College Education

Photo: Mary Street of Parent U-Turn Members of Lynwood's Parent U-Turn recently examined data that shows unequal patterns of course-taking and college access in LA County high schools.

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Student Voices
 Compton High Students Answer
4 Questions About College
Student Voices: Compton High

"I have people that want me to go to college, and I have people waiting for me to flunk or drop out."
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Book Cover

Radical Equations: The Civil Rights of Algebra Instruction
by Joi Spencer

"Boldly, Moses makes the connection between the systemic, oppressive and biased educational system of tracking, and the persistence of disproportionate levels of Black, Latino and poor peoples in our nation’s penal and correctional facilities."
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GIS Maps - Los Angeles County GIS Maps: The Disappearing Student Series

This series of maps shows all public high schools in LA County and follows the 1996 9th grade cohort of students at each school. Each map shows the progression of these students during their high school career from 9th grade until graduation.
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Photo: Mary Street of U-Turn

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 Intermediate Algebra/Algebra II Course-Taking in 151 Los Angeles County Public High Schools: An Exploratory Study
by Julie Mendoza

"... it is likely that the barriers Latinos face in obtaining quality mathematics opportunities in extremely high-poverty schools are very different from those in extremely low-poverty schools."
Student Voices
 SAMO High
Student Essays from "Education & Power"
Students in George Acosta's Education and Power class speak out!
Includes essays from George Acosta's class "Education & Power" where students hypothesize about differences between their high school & L.A. High as well as ongoing contributions about what every student deserves.

(added 4/20/02)
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 Click here for a list of contributors in this issue.
Visit the Features Archive for other contributions to the Educational Bill of Rights volume of TCLA!


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