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⚠️ Este contenido ha sido traducido automáticamente. El texto original en inglés es la versión oficial. La traducción puede contener errores.
Findings and Recommendations 6 findings
F1
Public education in California is organized into three tiers of responsibility: State, County and District. The lines of communication are top-down and new responsibilities are added at each level. School districts are governed by a locally elected school board of directors that are responsible for hiring a district superintendent, labor contracts, and budgeting. It is imperative that all levels work together to decrease dropouts.
Related Recommendations (1)
R1
The Sacramento County Office of Education should facilitate the identification and use of best practices to reduce dropout rates by serving as a clearinghouse for such efforts by different schools and school districts, utilizing its website and other media to share this information, and possibly convening periodic meetings and standing committees focused on this outcome. The County Office of Education should advance such efforts during 2020-2021. 60
F2
Government funding is not going to keep pace with the needs of public education. If the goal of decreasing dropout rates is going to be met, then schools and school districts must be proactive in finding new sources of revenue and program support. The impact of the COVID-19 crises on education funding is difficult to quantify currently, but it is going to have a negative effect in 2020-21 and beyond.
Related Recommendations (1)
R2
District school boards and employee unions should recognize that because education funding can vary widely from year to year, contracts for wages and benefits should be fair to all invested parties while keeping the district financially healthy. Because of the uncertainty of COVID-19 on individual district education budgets this needs to be addressed for the 2020-21 school year at the earliest possible time.
F3
Protocols to identify at-risk students are essential to have resources in place when needed. Student connectivity with mentors (coaches, educational staff, and extracurricular staff) is a deterrent to dropping out of school.
Related Recommendations (1)
R3
School districts and school administrators should be proactive in developing community partnerships with service clubs, area 501 (c) (3) s and local businesses. District Superintendents need to look for community grants and develop outreach programs in every school during the 2020-2021 school year.
F4
Art, music, sports, and technical classes help keep students engaged in school.
Related Recommendations (1)
R4
Sacramento County district school boards should budget for providing a broad array of services for at-risk students, such as promoting volunteers for tutoring and mentoring; hiring more social service professionals, including social workers, psychologists, and counselors; and programs such as summer school, intercession and remediation to help students get back on a four-year graduation track. Schools should further such efforts during 2020-2021.
F5
Career and technical education provide alternative graduation pathways for students who may not be able or interested in pursuing a college degree. The “Road Map” system used by the Natomas school district needs to be instituted Countywide.
Related Recommendations (1)
R5
Sacramento County district school boards should mandate that each school establish at least one new student club, one new sports program, and one other activity that engages students and keeps them in school. Schools should implement this recommendation
F6
Teamwork for common goals by all invested parties is essential for lowering dropout and raising graduation rates. Simply stated, if the local community wants better schools, then the local community needs to be positively involved.
No recommendations for this finding