SCHOOL-BY-SCHOOL BREAKDOWN OF REORGANIZATION PROPOSALS Here is how the Redwood City School District reorganization will affect each of the district’s 16 schools, beginning next school year. Fair Oaks: School closes and students move to nearby Taft or have priority in transfer to any other school in the district. Taft: Absorbs students from Fair Oaks. The district will go ahead with the scheduled two-year Measure T modernization on the Taft campus, at the same time working with the community to develop an “innovative, academically rigorous program serving a culturally and socioeconomically diverse population.” Orion: The parent-participation program, one of the Schools of Choice magnets that draw students from throughout the district, moves to John Gill, sharing the site with the Mandarin Immersion program. The Allerton Street campus closes. Orion families who choose not to move with the parent-participation program have the option to attend their neighborhood school. John Gill: Ceases to become a neighborhood school. Current students have first priority to stay as part of the Orion parent-participation program or to move to another school. Adelante: Campus on Granger Way closes, and its Spanish Immersion program, another of the district magnets, moves to Selby Lane in Atherton to join 250 Spanish Immersion program students there. Adelante families who choose not to move have the option to attend their neighborhood school. Selby Lane: 460 students not in the immersion program have priority in moving to other schools. The preschool and transitional kindergarten programs at Selby Lane become Spanish Immersion. Hawes: School closes and students move to nearby Roosevelt, Henry Ford or Orion (John Gill) or have priority to other schools. Roosevelt, Garfield, Hoover, Kennedy, Clifford, Roy Cloud, McKinley Institute of Technology, North Star Academy and Henry Ford: Not affected except to absorb displaced students from Fair Oaks, Hawes, John Gill and Selby Lane, who will have priority to choose and attend any school in the district. No determination has been made on what will happen to the closed-school properties. The district office will close and move to a vacated school sometime in 2020, bringing in a potential revenue of $1.6 million a year. Other projects for the near future are a review of the K-8 vs. K-5/6-8 configuration and a study of the role of North Star Academy, the district’s accelerated-learning choice. The proposals are designed in part to take advantage of the most popular choice programs, including Roosevelt’s project-based learning, by giving them room to expand and possibly attract more students. All the proposals, Supt. John Baker said, “should promote racially and socioeconomically balanced schools and not further segregate our students.” The district has a marked east side-west side imbalance, and most of the district’s enrollment decline is happening on the east side. REDWOOD CITY SCHOOL DISTRICT DEMOGRAPHICS SCHOOL CAPACITY* ENROLLMENT * NON-WHITE PERCENTAGE** Kennedy (6-8) 1,680 706 82 Hoover (K-8) 1,470 681 98 Selby Lane (K-8) 1,290 740 95 Clifford (K-8) 1,110 558 55 Roosevelt (K-8) 1,110 581 80 Taft (K-5) 1,080 331 98 Garfield (K-8) 1,020 570 98 Roy Cloud (K-8) 990 718 37 Fair Oaks (K-5) 960 221 97 Henry Ford (K-5) 780 377 70 McKinley IT (6-8) 720 408 96 John Gill (K-5) 660 288 90 North Star (3-8) 630 536 51 Hawes (K-5) 570 301 98 Adelante (K-5) 550 464 76 Orion (K-5) 270 211 53 Total 14,890 7,691 80 *Redwood City School District figures from early fall 2018 **State Dept. of Education figures for 2017-18 Updated ethnic and socioeconomic makeup figures are soon to be posted on the district website.

State assessment reveals ‘troubling’ disparity among San Mateo County students

in Education/Featured/Headline

San Mateo County students on average performed better than other counties in a state assessment last Spring that tests their performance and progress. But the results also show that performance gaps between all students and those who are economically disadvantaged in the county more than double state averages, according to the San Mateo County Office of Education (SMCOE).

In the results of the 2019 California Assessment of Student Performance and Progress (CAASPP), which tests for English and Language Arts (ELA) and mathematics, 61.3 percent of San Mateo County students met or exceeded standards on the ELA assessment, up .4 percent over last year, and 53.4 percent of students met or exceeded standards in mathematics, an increase of .3 percent. Both of those rates are well above the state average, as indicated in the chart.

But the SMCOE noted a “troubling” gap impacting economically disadvantaged students in the county and vowed to work closely with school districts to address inequities.

Statewide, the gap between all students and disadvantaged students is 12 percent for both ELA and mathematics. In San Mateo County, the gap is 25 percent and 27 percent, respectively.

“It’s clear we have to deepen our commitment to systemic change and sharpen our efforts to serve each and every student,” San Mateo County Superintendent of Schools Nancy Magee said.

SMCOE noted that some districts in San Mateo County saw significant gains for students with disabilities, including the Brisbane, Portola Valley, Millbrae, and Hillsborough school districts. Students from several student groups in the Belmont-Redwood Shores and La Honda-Pescadero Unified school districts made noticeable progress in mathematics, education officials added

SMCOE says it will examine data and continue to work closely with districts on solutions to close the gaps in equity.

For the full statement by SMCOE, go here.


  1. From the graph, it looks like the economically disadvantaged students in the county performed almost identically to the economically disadvantaged students in the state. The gap is large because the average student in the county overperformed, not because the disadvantaged students underperformed. So, it’s much less of an emergency than the article makes it seem.

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