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  1. Urgent. Helps readers understand the urgency of the issue using experience, current events, analysis, and data; identifies specific cultural and emotional obstacles to change.
  2. Unique. Makes clear how the strategy uses understanding of culture and emotion to improve on past approaches and create meaningful impact.
  3. Detailed. Articulates specific analysis and measurable benchmarks of cultural change that are carefully connected to the strategy.
  4. Coherent. Proposes a solution that clearly matches strategies to its unique analysis of needs & strengths; clear and compelling flow from section to section.
  5. Course-engaged. Builds from Needs & Strengths, enriches points with specific readings, targets specific schemas, and uses detailed understanding of culture and emotion to drive change.
  6. Public-ready. Shows concise writing with just enough detail to prove the point. Features perfect grammar, compelling titles, and style that engages the reader.

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Los Angeles School, Community, and Society Issue: Problems The issue we decided to go with is the issue of poverty that affects the minority areas of south Los Angeles. We decided to choose this issue because we want to see change in these areas as these people are hard workers and don’t have the financial means for a better life, thus making us passionate to help the community as well, we’d like to see change in the neighborhood. We also would like to argue about the stereotype the people from the outside see the people of South LA, as lazy, violent, and poor. This issue matters in the macro level as people from the outside of the South LA areas see these people as inferior due to their living conditions and educational levels. Many outsiders only know areas of South LA based on what they see in movies like “Straight Outta Compton”, or other gang related romanticized films by Hollywood. Areas like Inglewood and Compton are known to be portrayed as violent and full of gang violence, which is not really the case. The institutions we would like to improve is the High Schools in this region. We choose Fremont High School because it is so underdeveloped and lacks infrastructure, materials, and school programs that help these students go seek college education. If this school was funded properly many kids would have better opportunities to seek college education which in return will open the doors for a better life and a way out of the streets of South LA. Better school programs will allow students to be off the streets, potentially leading them away from gangs and criminal behavior. High Schools are the final steps a student takes before entering the real world, and the better the school, the better chance for the students to have a better future. By funding Fremont High school and improving the educational system for the youth it will create a ripple effect that will begin to change the stereotypes of how people look at the area of South LA. Fremont High School has been open since 1924, and has operated in 7676 South San Pedro St. in Los Angeles. With almost 100 years of history, this school has played a significant role in the development of children of the South LA region. Unfortunately it has been through alot of wear and tear and needs more funding from the district in order to make improvements both physically and through education for their students. Many of the people that attend these schools are minorities primarily hispanic and to a lesser degree African American. I feel there are many influential people who live in Los Angeles and I feel that these people famous people who buy million dollar cars should invest in the community that could need their help. Many famous people like Oscar de La Hoya have helped other minority communities and thus I others could step up to help this historic school in the center of South LA. Also the people of South LA should get together and demand better funding for schools. The approach I will take to solve the current issue is to give the school proper funding better classrooms with more technology. Also more funding for afterschool programs, AP programs, and tutoring programs. If I could start this institution from scratch is to build the school maybe 2 or 3 stories that way we have more classrooms and more land for a good sport fields and a proper Gym area. As more money is spent on technology more kids will have better access to technology and this will improve their learning experience in the classroom. A proper gym and field might led to this school being a top choice for high school athletes, making this school a hub for sports and education. Currently this school is not like this as it has a lot of wear and tear in the classrooms and the field is not properly maintained, making it a bad environment for education and sports. Strategy: Training I would start with the community. I would start by providing facts of what the city is going through and the changes that need to happen for better opportunities for their children’s future. I would go schools during parent conferences and provide information that will educate the parents on how the school system works. The Los Angeles Unified School District are in need of help to better improve our educational system. Funding is always needed for improvements, new hiring, and programs. For example, Freemont High School is a school which is in the core of Los Angeles and is the only outlet for students to succeed and have a better life. It would help if there was enough funding to help the high school with new employees and/or after school programs. I would like for all parents to agree on going to the city and advocate for our children for these programs so money can be used in a different way. Due to social capital, there is always an issue with money in how it is being used. Usually, those who are in the elite take advantage of the money and use it for anything else, except the school system. I would engage with the community and create a group to help execute these ideas. In the article, How to fight against gentrification in Boyle Heights by Fragosa discusses all the challenges their community had gone through to overcome a safe community where their children can walk to school. They did not have any support from the city, but it took the community to get together and advocate for themselves. They learned how the system worked and fought for their city to have programs, resources, and jobs. I would start at a micro level to make sure we start strong. Then, I would organize trainings on how to address the issue to the elite in the city. I would use the city’s newspaper and provide percentages of the number of high school students who get into trouble due to lack of after school programs. I would also provide percentages of caucasian, black, asian, and hispanic’s education level and success in order to better understand the privileged and non-privilege . I would use social media to provide updates and locations to discuss the problems that are not being addressed to the city council. Within a year, I will have non profit organizations that are willing to help the community and most importantly, children’s education. I will use interns who are at the end of their academic goal ready to embrace and make a difference in the city of Los Angeles. They would be able to relate with the culture and be a role model to the children. This will help the children to look at professors as an example to succeed. I would address after school programs focusing between ages 9-18 years of age. The first cluster would consist of 9-11 years of age. It would be combined with education, creativity, and activities. The second cluster would be from ages 12-14. These are the most crucial stages of adolescence as it transitions to adulthood. I want to make sure we are focused on their behavior and surroundings. Third cluster would be from ages 15-18. During this time of their age I would focus on hiring mentors. I would want teens to be involved and well informed about substance abuse as well as their future goal. Once they are on their own, I would follow-up by reaching out to them and letting them know that we are here for them. That we are able to provide and y resources that they may need. Impacts: Goals Goal 1 – Graduation/Dropout Rate: Fremont high school will attain a 90 percent student graduation rate by the graduating class of 2020 across all of its populations. Many studies cite the economic as well as the social value of learners attaining their high school in addition to college degrees. Mainly, the United States’ Census Bureau in 2010 approximated that the average income of dropout stood at $20, 241, with a typical high school student earning $30, 627. In another study, the United States’ Department of Education also revealed that Fremont was below the state average at 85.35 percent in 2013. This study also indicated that incarceration rates were 63 times more in children of ages 16 to 24 compared to college students. As such, this study’s findings proved that high school dropouts were more exposed to the same conditions and socioeconomic forces, which often compel them into committing felonies. In this of these findings, the following goals will remain pertinent in transforming Fremont high school. Goal 2 – Student Achievement: Within the next 5 years, Fremont high school would increase its student performance for all students in core syllabus areas. The outcome of this particular goal is increasing students’ learning in the school. Specifically, the aspect outlined in this goal is fundamentally in line with the Department of Education’s needs, quality, as well as the system. Its tenets include assessment, educator effectiveness, college as well as career readiness, transitions, in addition to educational opportunities and access. Some of the action steps will involve Fremont schools evaluating its current instructional models while updating such models with current students’ needs, using tests to identify students who require more help and additional learning opportunities, as well as researching and implementing integrated technologies in the school. While the Fremont school has existed for nearly over a century since its establishment, it has lacks important researches and infrastructural developments. In particular, this school’s buildings and structures need modern-day designing and state-of-the-art renovations to place it in tandem with other schools. Moreover, creating a culture of continuous learning at the school would also be critical to the success of students and its neighboring communities. There is also a need for all students, teachers, as well as staff and management to develop a mindset based on growth as opposed to other aspects. One of the challenges in implementing the desired strategy in this school is the opportunity to create a new school that is more exciting for students. In a sense, there would be a need for a leadership that has more energy, enthusiasm, as well as passion in attempts to transform the school’s long-seated culture. The second challenge would be setting up a leadership structure of the institution that includes major stakeholders and have them work collaboratively with the school’s principal, parents, teachers, staff, as well as students. In particular, it is important that the school has a structure that embodies site-based working and decision-making. Assuming that the school’s transformative strategy is successful, the neighboring communities, including adjacent schools, institutions, as well as communities would be the focus in spreading this strategy. In particular, the school would be structured in such a manner that it would maintain a smaller number of learning settings for students. Besides, class sizes would also vary in relation to the master schedule while other classes would include the required student-teacher ratio as recommended by the Department of Education. Furthermore, blended learning approaches would also be integrated into all of the school’s classrooms. What is more, the support for learners would also be built as much as possible. However, to achieve all these successes, the school would also need to work closely with the District’ Career Office and its associated College and Career Options (ECCO) in efforts to design internships for the students. References Carribean Fragoza, 2016. “Art and Complicity: How the Fight Against Gentrification in Boyle Heights Questions the Role of Artists (Links to an external site.).” KCET Aud, S., Fox, M., & KewalRamani, A. (2015). Status and trends in the education of racial and ethnic groups (NCES 2010-015). US Department of Education. National Center for Education Statistics. Washington, DC: US Government Printing Office, 101, 695-725. Gates, G. J., & Cooke, A. M. (2011). United States census snapshot: 2010.



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