January 12, 2018
State Superintendent of
Public Instruction Tom Torlakson
℅ California Department
of Education
1430 N Street
Sacramento, CA
95814-5901
Dear Tom Torlakson:
I’m writing to you as a senior in high school.
As I’m sure you know, senior year can be stressful: there are AP tests, SATs
and ACTs to be taken, teachers to talk to about letters of recommendation,
grades to maintain, internships to interview for, extracurricular activities to
juggle, and, of course, the all-important process of college applications.
As I start to prepare for college however, I’m
beginning to question a lot of the opportunities and problems I see in this
process. For example, as I finish SAT prep classes, I wonder: does the
correlation between SAT scores and family income bother you? Does this mean
that the SAT -- the standardized aptitude test -- actually measures wealth and
not intelligence? How do you plan on addressing this discrepancy, if you view
it as one? Recently, in San Diego, I’ve noticed a growth of prep academies such
as Elite Educational Institute and Hamilton College Consulting -- which can
cost upwards of $3,000 for a supplemental program.
Most of these companies cater to students in
high-income areas such as Scripps Ranch and Torrey Pines. None of them can be
found in locations near City Heights or El Cajon.
However, there are non-government resources that
surpass these barriers. For example, Khan Academy has been very useful for many
of my friends with fewer resources than I. As the head of the California
Department of Education, encouraging teachers to utilize this resource -- and
other resources like it -- and possibly even incorporating it into classrooms
has many benefits for Californian students from low income families. Programs
like Khan Academy sometimes even offer specialized courses to students, based
on weak areas, as extrapolated from practice test results.
Another program that can be found in San Diego
is TEALs. TEALS is a program supported by Microsoft Philanthropies. It stands
for Technology Education and Literacy in Schools, and I know that it is taking
root in San Diego high schools, teaching and building computer science
programs. Which brings me to my next point: in times such as these, I think it’s
important for public education to expand on the growing technology in the
classroom. Though courses such as AP Computer Science and engineering are
offered, they are limited in curriculum and resources, particularly in inner
cities and poorer neighborhoods.
I understand that many difficulties arise when
dealing with technology: once paperwork has been passed for devices to be
purchased, the devices may be out of date -- for example, iPads. Though they
seemed useful as I was in freshman year, now, those iPads sit unused.
I hope to see opportunities like TEALS and Khan
Academy incorporated into future curriculum and classrooms for California
students. I understand that legislation reform and bureaucracy are substantial
obstacles to overcome: to keep education in its top form, there requires
continual reform and revamping of classrooms and curriculum. Unfortunately,
this flexible dynamic is not the most compatible with the current structure of
the government. Changes are often slow in our bureaucracy. This is why outside,
private organizations can be so useful in government school systems. There are
many private organizations, especially in San Diego, that strive to help public
schools.
Working with large, corporate-sponsored
philanthropic groups such as TEALS can potentially bolster the staggering lack
of technology and technology-education in California schools. When the future
accelerates towards a digitalized world, average public school students are
left behind without the chance to understand and work with such technologies on
their own.
With that being said, I’d also like to praise
the California Department of Education for the progress that’s been made in the
last few years! As a high school student, it’s refreshing to see new
curriculum, such as the Next Generation Science Standards, being adopted in our
state. Though I’ve yet to experience the coursework firsthand, I do believe
that the department is staying true to its mission: to continue reforming and
improving public schools for the benefit of students.
To continue carrying out the purpose of the
Department of Education, I hope to see progress and the push for continual
reform in the future, including several areas of interest that I’ve mentioned
above.
As California is a leading state at all levels
of education, it would be negligent of us to hesitate in continually striving
for better and more useful public education. I sincerely think that the
academic gap between income groups requires more recognition and analysis.
Though the lack of preparation for standardized testing and the few
technological classes offered in schools is common across many public schools,
students in more fortunate families have the chance to attend supplemental
camps and classes. To ensure that all California students have a relatively
equal standing, I believe coordination with outside organizations -- such as
Khan Academy or TEALS -- will be most useful, since bureaucracies are less
successful when dealing with rapidly advancing technology.
I understand that it is difficult to maintain
curriculum relevance in the classroom because of obstacles such as voting on
taxes and other legislation. But education is a cornerstone of California and
America, and I hope to continue seeing progress in the Department of Education.
Thank you for your time. Although these are some
of my worries, I look forward to college as a time for me to grow as a student
and as a person. I hope to hear back from you!
Sincerely,
Melba Nuzen
