Latest news with #LowellHighSchool
San Francisco Chronicle
4 days ago
- General
- San Francisco Chronicle
These graduating Lowell students were called ‘lottery kids.' The stigma never went away
When the freshmen class walked into San Francisco's elite Lowell High School for the first time in the fall of 2021, they were slapped with a label that stuck for the next four years: lottery kids. Unlike prior decades of Lowell students, those 621 students hadn't gotten in because of exceptional grades and impressive test scores. Those students and the following ninth grade class were admitted through the same mostly random process used at the district's other high schools — a decision based on a lack of grades and test scores in the early years of the pandemic to evaluate the Lowell applications. They were lucky. Some said it wasn't fair. They hadn't earned admission, didn't belong and would fail, a number of parents, teachers and others in the community said. Others, including a majority on the school board, hoped the change would be permanent to help bring more Black and Latino students to a school that was more than 50% Asian American about 1% Black. Lowell returned to merit-based admissions for the fall of 2023, leaving two years of lottery years sandwiched between merit-admission peers. Those two years could help answer a burning question: What if the district randomly admitted students to one of the top-performing and academically rigorous high schools in the country? It turns out that overall, the academic disparities between the lottery and merit students were relatively small, according to district data. The average GPA of the first lottery class was 3.45, compared to an average 3.69 GPA over the previous five years. The average SAT score of lottery students lagged by 78 points compared to the average merit-based SAT taker back to 2020, although lottery scores were still 240 points above the national average. And on average the class of 2025 took 2.65 Advanced Placement courses, compared to an average 2.8 over the previous five years, although nearly on par with the class of 2020's 2.69. Based on the basic academic data available, the sky did not fall as some predicted, said Tony Payne, district executive director of high schools. But that isn't surprising, he said, given Lowell's reputation as a rigorous academic school. 'Even when it was a lottery, I think families and students would self-select around this academic environment,' he said. 'Kids who would have gotten into Lowell anyway, a ton of them applied. 'I think the data makes sense from that perspective,' he added. Benjamin Zhang, who was graduating Monday in red cap and gown as part of Lowell's first lottery class, was perhaps among the kids who would have been at Lowell regardless of the admission process. But he and his classmates would never know. Still, Zhang, the class salutatarian with a full scholarship to Yale University, said in his graduation speech that they were defined by the lottery. 'That title hung over us like an overdue assignment. 'Not merit-based,' they said. 'Just lucky,' they whispered,' said Zhang. 'And … let this be our final act: To say that we are not defined by a lottery, a label or a transcript. We are defined by what we did with the chance we were given.' While the lottery had little impact on academic markers, it did have an impact on student demographics, with random admissions significantly increasing the number of Black and Latino students. The senior class this year, the first lottery group, included 22 Black students and 121 Latino students, for example, while the senior class of 723 students four years earlier had just five Black students and 78 Latino students. At the same time, there was more attrition in the lottery class, with 93 of the original freshmen leaving by senior year, compared to an average of 41 over the previous five years. Other district high schools also saw upticks in attrition, although not as large. District officials said understanding the data is complicated by the fact that the first Lowell lottery class was hit with a double whammy, entering high school after spending all of eighth grade and the end of seventh in online learning because of the pandemic. They started high school, lost among the three buildings and four floors at Lowell with masks secured to their faces, their social skills withered and their grade-level academics and study skills a big question mark. Lowell principal JanMichelle Bautista ticked off the list of challenges for students during that first year back to in-person learning: 'Behavior changes, academic progress, stamina for coursework, sitting in a classroom for 90 minutes.' Teachers would say the lottery kids were so different, Bautista said, but the reality was 'we were all so different.' The pandemic-era Lowell lottery triggered a fierce debate over whether or not the school should remain exclusive to ensure the district's academically motivated students could thrive, even if the student body had few Black and Latino students. For decades, Lowell had been a point of pride for the city, consistently one of the top performing public schools in the country, churning out prominent figures in politics, entertainment, literature and science. Amid the pandemic, the progressive-majority school board moved to make the lottery permanent in February 2021, after voting in October 2020 for a one-year random selection for upcoming fall freshmen. Lowell parents and other city residents were outraged. 'The job market is merit based, college is merit based,' said parent Surveen Singh during the school board meeting that made it permanent in 2021. 'Lowell's high standards, training and rigor have given many students, especially immigrant families, the impetus and skills to attend college and succeed. 'Why on earth would anyone want to take that away?' Critics of the merit-based system argued back. 'There should be no sacred cows in the SFUSD schools,' said Virginia Marshall, representing the San Francisco Alliance of Black School Educators. 'Every child should have the opportunity to go to Lowell High School.' A year later, following a recall of three progressive school board members and a lawsuit, the school board returned Lowell to a merit-based system. It does not appear the school board will reconsider the Lowell admissions policy anytime soon, even with the lottery class data in hand. 'We absolutely want to preserve the rigorous instruction and academic programming offered at schools like Lowell,' said school board President Phil Kim. 'We know students are up to the challenge, and families are asking for more of these opportunities across all our high schools. The demand is there.' Some members of the two classes of lottery students and their families said they felt the stigma of being at Lowell under the random admission process in the halls and classrooms. 'I heard those stories from the students,' Bautista said. On Monday, the four years of hard work and stress seemed to fade into the background as parents sat in the stands at Kezar Stadium watching the Lowell graduates walk across the stage as their names were called. 'I'm beside myself with joy,' said parent Jameelah Hoskins. Her son, Yusef, was among the 22 Black students in his class. He had been a straight-A, honor roll student in middle school, who at times — like many if not most Lowell students — struggled to keep up with his courses, especially after COVID, Hoskins said. 'The thing I remember is his determination to stay (at Lowell). He wanted to do the work,' she said. 'I was the one saying, 'if you want to go somewhere else, it's OK.'' Yusef will attend City College of San Francisco in the fall and enter the entrepreneur program, perhaps combining it with an electrician trade program, his mom said. Yet among the smiles and goodbye hugs on graduation day, the lottery lingered, a topic in family conversations and in nearly every commencement speech made by a graduate or adult, including Bautista. 'You were scrutinized, second-guessed, and demeaned. People including yourselves questioned your worth, your ability, your presence,' the principal told her lottery kids. ' Never did you shrink in the face of unfair judgment … You turned doubt into drive, exclusion into excellence, criticism into community. 'You belong in every room you walk into. You belong at every single table where decisions are made. You belong in every dream you dare to dream.'
San Francisco Chronicle
16-05-2025
- General
- San Francisco Chronicle
Lowell sees dip in enrollment from S.F. private school students
Fewer private school students are sitting in the coveted seats at San Francisco's Lowell High School than years past, with district students taking 8 out of every 10 spots in the freshmen class, according to district data. It's a significant shift from just four years ago, when nearly a third of the 2020 ninth graders came from non-district middle schools. While enrollment numbers for the freshmen class of 2025 won't be available until this fall, the trend of a lower acceptance rate among non-district students and a decline in the percentage of those admitted students who enroll, indicate the pattern will likely continue. For this upcoming fall, the district admitted 58% of the 708 private and other non-districts eighth-grade students who applied to Lowell, compared to 74% of the 584 applicants in 2019. For the first time, all applicants this year were required to take the same test for admission to Lowell. In years past, district students took the state standardized test while those from outside the district took a separate test. District officials stressed they don't play favorites. The admission policy 'is consistent for all applicants regardless of whether they attend an SFUSD school,' said district spokesperson Laura Dudnick, in a statement. 'In recent years, we've expanded outreach to SFUSD middle school students — especially in historically underserved communities — to ensure there is broader access in applying to Lowell.' At the same time, fewer outside students who do get into Lowell are opting to go. In 2019, 31% of those admitted from non-district schools chose to enroll. Last year, 22% of those students opted to attend Lowell. For district eighth graders, admission rates have remained relatively stable, ranging from 36% in 2019 to 39% for this fall, with a recent high of 41% last year. Enrollment rates for SFUSD students, however, have increased, with 78% of those admitted choosing to attend Lowell compared to 69% in 2019. It's unclear what has caused the shift in favor of district students, although the past five years have been a bumpy ride for the district, with school sites closed for 18 months during the pandemic, a school board recall, a massive budget deficit, the ouster of the superintendent and mayoral intervention. The volatility has raised questions for some families about the future of the city's public schools and the quality of the education. Amid all that, the district paused the competitive admissions process at Lowell for the falls of 2021 and 2022 given the lack of standardized test scores and other issues. Instead, the district used a lottery. Supporters of the switch to the lottery said it would bring more Black and brown students to Lowell, which it did. But opponents said it would harm Asian American students by admitting fewer of them and lower academic standards at the school. After a lawsuit and pushback, the district reinstated the competitive admissions standards. Enrollment data from this school year shows very little change in Lowell's demographics before and after the lottery admissions, with white and Asian American students over-represented and Black and Hispanic students under-represented compared to their overall presence in the district. Still, it's clear that what hasn't changed is the overall demand for Lowell, an academically competitive public school with a long list of prestigious alumni. It is considered one of the top public high schools in the country, with most students admitted based on grades and an entry test. About a third of students must meet minimum requirements, but are also evaluated on an essay, family circumstances, hardships and where they went to middle school. Applications are up, with 2,322 eighth grade students overall vying for a spot this fall, up from 1,967 in 2019 — with both district and non-district applications up. This enrollment cycle, the district offered spots to 1,036 students, with the goal of a class of 650 freshmen this fall. Janine Okmin's eighth grade son, who attends a private school, was among the 1,036. He won't be one of the 650. 'He's opting to go to a different school,' Okmin said. Her son, who is a creative kid, opted for a smaller independent high school rather than the large competitive 'sometimes chaotic school environment' that is Lowell. Lowell probably wouldn't be a good fit for her son, she said. Her daughter is a junior at Lowell, admitted during the second lottery year. 'We've been very happy with Lowell for our daughter,' she said. 'She feels very, very proud to go there, very proud of SFUSD and public schools. She works her butt off.' She said it's 'bittersweet' that her son won't attend the school, because Lowell has been great for her daughter, but she also can understand some of the reticence that private school families have about attending Lowell. 'What's happening in the district is of concern for sure,' she said. Okmin said she's heard there aren't enough college counselors and the lights don't work in Lowell's theater because of budget issues. She said that many private school families that decided not to go to Lowell were worried about the future of the district and its finances, but at the same time, the data shows many of these students are still applying — just in case. 'For families who can pay for an independent school, Lowell feels like a really good backup plan,' she said.
San Francisco Chronicle
30-04-2025
- Politics
- San Francisco Chronicle
Letters: Lowell High's attempt to stifle student newspaper mirrors Trump's attacks on the press
Regarding 'S.F. journalism teacher says he was reassigned over a controversial story in Lowell's student paper' (San Francisco, April 23): As a retired teacher who advised a high school newspaper during the 1980s and early 1990s, I witnessed the firing of an excellent adviser in Stockton whose students published stories that riled administrators. The firing was a huge loss to education and a blow to the First Amendment, a bedrock foundation of our democracy. The state subsequently enacted a law to prevent the dismissal of school journalism advisers over student expression and student press freedom was guaranteed by state law. At Lowell High School, it is clear that the administration is not respecting the students in their efforts to cover an issue of great importance to them — alleged verbal harassment of students by teachers. The students did not libel any teachers. But instead of addressing the issue the students reported on, school administrators went after their adviser, acted to intimidate the student journalists and attempted to set up prior review of student publications. In light of the Trump administration's attempts to control the press, it sends the wrong message to students. Every community needs to uphold the First Amendment. Donal Brown, Corte Madera Defend DEI in schools Regarding 'California sues Trump administration over threats to pull school funding over DEI' (Politics, April 25): The lawsuit filed by California and 18 other states against the Trump administration's threats to withdraw federal funding from schools over diversity, equity and inclusion programs is a critical stand for educational equity. DEI initiatives are not mere political statements; they are essential frameworks that ensure all students, regardless of their background, have access to inclusive and supportive learning environments. The Trump administration's attempt to penalize schools for fostering diversity and inclusion undermines decades of progress toward equal opportunity in education. Such actions threaten our educational institutions' financial stability and send a disheartening message to students who rely on these programs for representation and support. It's imperative that we recognize DEI's value in cultivating a society that respects and embraces differences. Educational policies should reflect our commitment to fairness, understanding and the empowerment of every student. Marissa Medina, San Jose Fund scientific research Regarding 'California researchers stunned by Trump's $312 million in grant cuts: 'No warning' ' (California, April 25): As a physicist, I am deeply saddened. Considering the myriad miracles that came from science: the transistor, computers, the internet, MRIs, jet aircraft, satellites, rocketry, gene sequencing machines, solar power, nuclear power — to name a modicum of achievements made by this nation in science. Public funding for research has resulted in incalculable dividends. Science has transformed our nation into the superpower that it is and made our lives much easier and productive. Defunding scientific research will thwart the study of nature and how to harness it for the betterment of humanity, and to better understand who we are and our purpose in this amazing and strange world. Scientific research has, more than anything, made America prosperous and is the last thing that should be curtailed when China will soon overtake the U.S. economically and militarily. Mixing politics with science is destroying America's golden goose. We should all be deeply concerned. Michael Pravica, Henderson, Nev. Arrest is not fishing Regarding 'Bay Area police: Loaded gun, narcotics found during stop of driver without plates' (Bay Area, April 27): The story says driver was driving a car with no plates at 1 a.m., had visible marijuana in the vehicle, admitted to having a loaded gun under the seat, and he later admitted to having narcotics on him. The story then insinuates this was a 'fishing expedition' by the Santa Rosa police and includes data about racial profiling by the department. The Santa Rosa Police Department should be applauded for taking this driver off the streets. The police did what they are supposed to do. Mentioning racial profiling was unnecessary.
Yahoo
23-04-2025
- Yahoo
Michigan Supreme Court takes justice on the road for students
LOWELL, Mich. (WOOD) — Legal jargon and arguments filled the air at Lowell High School's auditorium Wednesday, as the six sitting justices of the Michigan Supreme Court took their work on the road. The 31st edition of the Court Community Connection series gave Lowell students and others visiting from local school districts a deeper understanding of the process and power of the state's highest court by letting them see the real deal. 'This is not a mock or fake trial or simulation. You will witness actual oral arguments in the case of People vs. Curtis Allen Morris,' Chief Judge of the Kent County Circuit Court Deborah McNabb said in an introduction to the event. The peek into the day-to-day proceedings of the Michigan Supreme Court exposed students to nuanced arguments over statute spirit and semantics. 'If he knew he was going to jail that day, he wouldn't have had meth in his pocket,' the defense argued. 'Now it seems the court is looking to further define what conduct means,' the plaintiff's attorney rebutted. Those arguments were followed by pressing questions from the court. 'Now, I understand you're saying he didn't intentionally drop it but at some point, it's conduct to permit it to fall from your person or intentionally do so,' Justice Brian Zahra said from the stage. After the arguments, the court recessed and the two participating attorneys took center stage to field questions from the curious crowd. Once the event wrapped up, everyone involved met for a reception to reflect on the case alongside the very justices and litigators they just witnessed work. 'My aunt is an attorney and I've always wanted to fall in that career path,' one Lowell student told News 8. 'I did have a few questions. If the meth didn't fall out of his pants, would he still be charged with (Offense Variable 19)? Seeing it myself and applying it to every day, I thought it was way more effective than just reading about it.' Those takeaways were just what the judge ordered. 'I think there is a lot of pressure at this age to know what you want to do,' Chief Justice Megan Cavanagh said. 'When you're 16, you're supposed to know what you want to be when you're 50 and that's just not how life works. So I think its important for them to get exposed to things and learn not just about being in law but being in public service.' Copyright 2025 Nexstar Media, Inc. All rights reserved. This material may not be published, broadcast, rewritten, or redistributed.
San Francisco Chronicle
23-04-2025
- Politics
- San Francisco Chronicle
S.F. journalism teacher says he was reassigned over a controversial story in Lowell's student paper
A journalism teacher and student newspaper adviser at San Francisco's prestigious Lowell High School says administrators removed him from these roles over student work, including a published article that quoted students complaining that they had been verbally harassed by teachers. Eric Gustafson said in an interview that he has been unsuccessful in protesting the move, which he said reflected a broader effort to stifle Lowell student journalists and their First Amendment rights. The Journalism Education Association of Northern California sent a letter Monday to the district superintendent and school board, saying the action likely violated state law. District officials rejected the allegations, telling the Chronicle Tuesday that Lowell, a public school with competitive academic admissions, followed the 'regular process' for assigning staff in this instance and that the decision 'had nothing to do with the content of the student journalism that was produced under the current teacher's leadership.' Gustafson, who is the spouse of a Chronicle employee, said his principal notified him in late March that he would no longer teach journalism or be an adviser for the student newspaper next year, after eight years in these positions. He said the principal, Jan Bautista, told him the decision was based on his handling of two pieces of student journalism. Instead, he would teach only English classes. 'The Lowell administration is committed to providing high-quality instruction that supports our students as we continue the proud tradition of Lowell's journalism program,' Bautista said in a statement. 'The Lowell newspaper is a pillar of our school community that celebrates student voices and perspectives.' The first piece was published in October in the student newspaper, The Lowell, quoting three students who described incidents in which they said they were verbally harassed by teachers. The article referred to the three students by pseudonyms and did not identify the teachers by name, nor include responses from those teachers. It caused an uproar at Lowell, including students publicly confronting educators they suspected were the subjects in the story, Gustafson said. Gustafson said Bautista also referred to a student-proposed story about the rumor that Lowell English teachers use artificial intelligence programs to grade papers. The Lowell editors ultimately never assigned the piece to a reporter, Gustafson said, but he had raised the issue within his department. In a subsequent meeting, the principal reiterated those same reasons, Gustafson said, with a teachers' union representative present and taking notes. Bautista did not respond to specific questions about the reassignment, but said in her statement, 'The Lowell administration is committed to providing high-quality instruction that supports our students as we continue the proud tradition of Lowell's journalism program. The Lowell newspaper is a pillar of our school community that celebrates student voices and perspectives.' Paul Kandell, of the Journalism Education Association, said in the letter sent to Superintendent Maria Su and the school board that 'not only is reassigning Mr. Gustafson based on these two concerns the wrong message to send to students and community, but it is also likely illegal. If SFUSD ignores (state law), it may quickly find itself facing legal action by the students and adviser.' Kandell is a journalism teacher and adviser at Palo Alto High School, after serving as Lowell's journalism adviser from 1996 to 2000. He said administrators should have control over teaching assignments. But, he said, 'You can't go after the teacher to squelch student free expression.' Gustafson said he plans to sue if necessary and has a referral for a pro bono attorney. 'I made it clear I didn't want to put Lowell through this,' he said. 'It's really unfortunate.' But he added, 'It's a pretty cut-and-dried case.' District officials objected to the characterization of the case by Gustafson and the Journalism Education Association, saying in a statement to the Chronicle Tuesday and attributed to a district spokesperson, that administrators take 'students' freedom of expression very seriously. We support our students in exercising their First Amendment rights through journalism programs in SFUSD high schools, including at Lowell High School.' Two student editors at The Lowell said the news of Gustafson's reassignment was 'a shock.' Katharine, a senior and the multimedia editor-in-chief who asked to be identified only by her first name, said, 'They're doing this out of their own self-interest, not for the betterment of our publication.' Thomas Harrison, also a senior and an editor-in-chief, said he felt the decision was unfair and that Gustafson's departure would be 'devastating' to students. 'None of us has ever felt he's been anything but a good adviser,' he said, adding that Gustafson requires students to do detailed research and in-depth interviews. 'He holds us to a high standard, but he really does leave us in control.' In 2023, a journalism teacher in Mountain View was reassigned after the high school newspaper published a student story about complaints of sexual harassment among students. The teacher and journalism students sued the principal and district last year. The case is pending. State law says: 'An employee shall not be dismissed, suspended, disciplined, reassigned, transferred, or otherwise retaliated against solely for acting to protect a pupil' exercising their right to freedom of speech and of the press. Gustafson said he was reassigned a few months after a meeting about the verbal harassment story attended by the principal and another administrator, who he declined to name, as well as three student editors. The administrators indicated they didn't think the article adequately shielded teachers' identities, although none were named. During the meeting, Gustafson said, the two administrators asked the students to let them see advance copies of future editions of The Lowell so they could prepare to respond to any issues related to controversial stories. Students denied the request, Gustafson said. California law does not require students to allow teachers or administrators to review content before publication. The administrator then expressed his disappointment and angrily lectured the students for several minutes, Gustafson said. The student editors confirmed the interaction, saying they felt intimidated during the meeting. The district said it could not respond to questions about the meeting, saying it was a confidential personnel-related issue.
