Oakland students want more from high schools
Do some students think Oakland’s public schools fail to adequately prepare them for college, careers and life? Unsurprisingly, yes. That’s what I heard from the students who gathered last week at MetWest High School in Oakland. The discussion was attended by high school students from all around the district, recent graduates, public education advocates and Kyla Johnson-Trammell, Oakland Unified School District’s new superintendent.
The adults were there to listen and learn.
The students broke out into groups to talk about various aspects of their education, and each group sat at tables wrapped in construction paper and topped with Post-it notepads, pens and candy. Some spoke about what kind of education they deserve, others spoke about the kind of eduction they don’t receive. The students want more. I spent the entire session at the table where equity was discussed, because unless there’s an equitable approach toward education, there won’t be a change in the disparities that exist in Oakland’s schools.
Because in Oakland, 1 out of every 3 girls doesn’t graduate from high school, according to Girls Inc. of Alameda County,
a nonprofit organization that prepares girls from neglected neighborhoods to navigate gender, economic and racial barriers. Many of those girls who are left behind by the education system are black and brown.
And there were three girls — Jayda Hicks, Alva Martinez and Terrilyn Williams — at the equity table. They shared stories about the resources and opportunities they lack at their schools, which they see as a sign from the district that they don’t deserve equal access to a quality education.
Let that sink in, because that’s the message some children are picking up: that they’re not good enough. How can we expect students who carry that with them every day to also excel?
Students are aware that some schools have better funding and parental support than others. They believe some schools in the district have an inferior curriculum, less attentive teachers, unhealthy lunches and a dearth of counseling and mentor programs compared with other schools.
Jayda, 16, a senior at Oakland High School, told the adults at the equity table that she’s heard from teachers that Oakland High sets students up to fail, and that’s why students from the school who do make it college have a more difficult time staying in college. It’s because, Jayda said, they’re used to their hands being held in the classroom — or being held back. The schoolwork, she said, isn’t engaging or challenging, which makes her wonder if she’s learning anything at all.
“I’ve never been in a position to talk to someone who can do anything about it,” Jayda said. “Hopefully, I can now.”
And it’s just not resources in the classroom that the girls spoke about. Alva, a 16-year-old senior at MetWest, said the school prioritized boys over girls when it comes to sports. Alva said the school hasn’t had a girls basketball team since her freshman year, when the team was disbanded.
“And the funny thing is, we won more games than the guys did,” said Alva, who used basketball practice and games as a stress reliever. “But when they took that away, what can I do?”
Jayda started high school at Berkeley High School, but she had to transfer to Oakland High School because she wasn’t a Berkeley resident. She described the schools as different worlds, and she’s tired of telling Oakland High faculty what she needs to be successful. Jayda feels there’s a lack of concern shown by teachers.
“If they’re not providing that for me, how do they expect me to succeed in life?” said Jayda, who also mentioned that the softball team has been playing in old jerseys while the sports the boys play get new jerseys and equipment. “If we had that support, maybe we could perform better.”
For example, Jayda said black students felt slighted because they didn’t have as much help organizing a Black History Month program as Asian American students had putting together a Chinese New Year celebration.
Alva had an idea: Maybe teach the teacher before attempting to have the teacher teach everyone else, because maybe the teacher didn’t appreciate Black History Month the way Jayda does.
“Thank you,” Jayda told Alva.
“I’m good at organizing,” Alva added. “I will go up to your school and talk to your teacher.”
Jayda and Terrilyn, who just graduated from Oakland High, clicked when talking about the frequent tardy sweeps at the school. Administrators find the students hanging out in hallways — students who are obviously cutting class —and nudge them to class. Those students often disturb the classrooms.
“You just pushed them to be somewhere else,” said Terrilyn, 17, who will attend Long Beach State in the fall.
“Now, they’re disruptive” in the classroom, Jayda added.
When asked if school was preparing them for college, Terrilyn was blunt.
“It’s not,” Terrilyn said flatly. “School was easy.”
In her remarks after the session, Johnson-Trammell, who moved between tables taking notes, said she hadn’t heard anything new. That message didn’t sit well with Jayda.
“If these are not new things, then why aren’t they being dealt with?” Jayda said.
She wondered why she was really asked to attend.
“I thought we were going to go up on the mike and be able speak how we want,” Jayda said. “But instead, they’ve been telling us what to do and how they want us to do it. I came here to tell you what I need to be done for me to do better in life.”
I hear you.