What are the educational gaps or weaknesses of the district?


Gregory PittsGregory Pitts Jr

The educational gaps or challenges in the district are the amount of students who aren’t reading at grade level by grade 3, the lack of emotional support for students who have experienced major trauma.  We must make a focused effort to improve these conditions.



Lizette “Lucha” ArévaloLizette “Lucha” Arévalo

The board members place too much emphasis on individual success stories that present a false image of progress about the academic performance of the entire district. We can be more transparent in our conversations without being overcome by where our district falls short. They cannot continue to advocate only for individual students, teachers, and schools at the expense of everyone else. All schools, teachers, workers, parents, and students matter!


Barbara Jean CalhounBarbara Jean Calhoun

Bureaucracy stands in the way. Policies and practices that have been built up over decades in inner-city schools districts have often led to fewer resources that actually reach the classroom preventing teachers from receiving the support they need to meet individual students need and dishearten many people in and around these systems giving them little faith that condition will improve teachers feel disempowered student feel apathetic parents feel frustrated. Taxpayers are in the dark.


Francisco OrozcoFrancisco Orazco

5000 years ago, Confucius laid out the core basics in government. One of the core principles was the need of having the right people in power. If you do not have the right people in roles of responsibilities, then you get failures.

So I emphasize the need for having responsible managers, at every level in the district, beginning with the 7 Board members. To ensure that the job is getting done effectively and efficiently, then having a boss who is open-minded about the situation, that respects your work ethic, and your personal time is not a nice-to-have, it’s a need-to-have.

Today, the management (stemming from the Board) has created a culture of not respecting our workers in Compton. In the classroom, this poor working environment adds pressure and unnecessary stress to our teachers. Their initiatives that would benefit students are consistently shot down because of “lack of funds” yet we turnaround and give the Superintendent a raise –how do you expect teachers to feel about this logic? This work environment makes them more prone to harsher discipline in the classroom.

Compton students are the ones who take the full hit in the end. We know our students come from broken homes where they have likely experienced traumatic incidents. And when they enter our schools they are met with adults that are more likely to snap at them because of the District mismanagement happening in the background.

The educational gaps then spawn from this lack of investment in our workers. Students (who remember, took the full hit) begin to feel unwelcomed at school. They devalue teachers because they are not patient with them; they ignore authority because they feel alienated; and they fall into depression, anxiety, unwanted pregnancies, self-blaming, drugs addictions, crime –and let’s be realistic, they remain in this cycle of poverty.

It stems from having the wrong people in these roles of responsibility.