the
Gamut
Oxford Academy Vol. no. 6 Issue No. 1 October 2009
special issue: Stratum
Gamut
the
Oxford Academy Volume no. 6, Issue no. 1 October 2009
editor’s note
W
hen I tell people about where I go to school, the reactions register both bizarre and troubling. Since Oxford’s conception more than a decade ago, we’ve certainly done our part to perpetuate the mystery about campus life, a shroud of rolling-backpack misconceptions and test scores that distract curious passerby. But while we acknowledge the inaccuracy of assumptions about our students, we still dream up our own urban legends, obscuring the features of our student body to a mass of Vicki Marsha polos. In reality, we are made up of several layers—Stratum, if you will—of students, interests and social customs. In this special issue of the Gamut, we explore Oxford’s social stratum. On page 3, Wallets Out by Daniel Taroy takes a look at the cost of being active in campus extracurricular activities and athletics. Andres Garcia, on page 7, features in Nurturing Success the valuable relationship between one student and her mother, and the effect that has had on her education. On page 14, Growing Secularism by YongShing Chiang discusses how technology has affected perceptions on religion and her own experience with faith. Each section features student viewpoints and statistics gathered by faculty, the Western Association of Schools and Colleges (WASC) report and independent surveys conducted by the Gamut. The administration has notably begun to address many of these problems— commendable though long overdue. There is no doubt that we have achieved a unique success with our academic environment, but without some degree of criticism to temper our accomplishments, hubris will be the limit to our success. The cover, “Modern Zombie” by Ari Kim, depicts a curious array of student personalities buried beneath the surface.
-- Thy Vo, Editor-in-Chief
NOTE: The Gamut staff would like to thank the Oxford Academy Foundation for a generous technology grant, which will help us improve the quality and efficiency of production, and help the Gamut grow as an organization in the years to come. LETTERS TO THE EDITOR: The Gamut welcomes all viewpoints. Letters should not exceed 150 words and may be edited or republished in any format. Please include your name, grade, cluster teacher and email address. Do not send any attachments. Letters should be emailed to thegamut.editor@gmail.com.
contents PG 3
EDUCATION ON A BUDGET district cuts affect students and teachers COMMITTEE FORMED TO SUPPORT HISPANIC STUDENTS addressing the Hispanic population
FROM THE OUTSIDE LOOKING IN
PG 5
PG 7
Oxford from an outsider’s point of view
DIFFICULT TO MEASURE
PG 10
understanding subtle diversity on campus
UNDOCUMENTED
PG 12
a first-hand account
RELIGION AT THE ROUNDTABLE
PG 14
the pros and cons of religious discussions
The comments and opinions expressed in The Gamut are those of the editorial staff and do not necessarily represent those of Oxford Academy or the Anaheim Union High School District.
staff
NAME POSITION
Ali Figueroa Allen Tran Andres Garcia Anh Thu Tran Annie Yang Ari Kim Cynthia Washicko Daniel Taroy Douglas Uselton Elizabeth Koh Guadalupe Ruelas Henry Tran Jenny Park Jessica Ayunani Jessica Lim Julie Nguyen Medha Raj Melissa Riddle Thy Vo Tiffany Taing Vaneda Vireak Yong-Shing Chiang Yvonne Ng
ADVISER
Hiba Taylor
Staff Writer Section Editor Staff Writer Section Editor Staff Writer Layout Editor Diversity Editor Staff Writer Staff Writer Staff Writer Section Editor Staff Writer Layout Assistant Centerfold Editor Staff Writer Section Editor Assistant Editor Section Editor Editor in Chief Staff Writer Illustrator Staff Writer Staff Writer
calendar OCTOBER Friday, 2 — Class Activity Night & Senior Luau Tuesday, 6 — FBLA March of Dimes Drive Begins Wednesday, 7 — Junior High Rally Thursday, 8 — High School Rally Saturday, 10 — SAT Saturday, 10 — OA Singers Carwash & Pancake Breakfast Monday, 12 — Scoliosis Screening (7th & 8th Grade) Wednesday, 14 — OA Practice SAT Wednesday, 14 — Olvera Street Field Trip Monday, 19 — Red Ribbon Week Begins Friday, 23 — Makeup Picture Day Friday, 30 — Costume Day & Junior High Costume Dance
Front cover artwork credit: “Modern Zombie”— Ari Kim
introduction
2
Exploring “Stratum”
Staff Editorial In this special issue of the Gamut, we tackle five major topics of interest that have gone unaddressed or underrepresented on campus. From the difficulties faced by students from low-income families, to the legal implications of being an immigrant, each section compares the perceptions of our school to the truth behind them. Low Income Families: With 20 percent of our students qualifying for free and reduced lunch, Oxford remains proof that intelligence and wealth don’t necessarily go hand-in-hand. The district provides fee waivers and reduced prices for low-income families, but still the price of participating in campus life is often too high. With college admissions’ emphasis on extracurricular activities, the fees for clubs and athletics remain a hindrance for students with less disposable income. Most activities provide the option of fundraising, but with a rigorous academic schedule this is not always possible. Still, money is the core of any functioning program, but if both the state and district lack the funds to support low-income students, where will the money come from? Hispanic Attrition: More than any other ethnic group at Oxford, Hispanic students are leaving campus. In comparison to over 60 percent in the rest of the district, Hispanics make up a mere 14 percent of the Oxford population. The problem is both cultural and logistical: not only are Hispanic parents often less familiar with the college education process and American school system, but the campus provides few resources for nonEnglish speaking parents. In addition, Oxford’s demographics leave many students feeling like a minority. There is no doubt that some facets to this issue are unavoidable—for example, the geographical challenge of trekking from Anaheim to Cypress—but even the faculty has acknowledged that this long-standing problem can be mitigated. With little outreach to students who feel out of the loop, finally the school administration is taking action, and it is imperative that we reach out to families that feel pushed to the margin. Diversity: Oxford’s large Asian population is often the subject of conversation for students and members of the community alike, almost to the point of admonishment. But as one of the most diverse campuses in the district, this attribution is not entirely fair. Because of our own characterization of Oxford as an “Asian” school, we are less likely to take tolerance a step further and demonstrate a vested interest in other cultures. By better understanding our own ethnic makeup, we embrace our diversity and make it less of an issue.
Immigration: As a school with a diverse campus, Oxford sees students who immigrated at a young age or even recently. For most of these students, their immigrant background is of little to no significance, while for others, it can define their life. While all students who attend Oxford are well-prepared, we overlook the challenges these students face to come here and reach such a level of academic rigor. Furthermore, undocumented alien students face the unique situation of attending a campus so geared toward college admissions, while they are so limited in their choices. Despite the inflammatory nature of the immigration debate, it is important that we remain receptive
to all points of view and recognize that such issues are more than just politics. Religion: The mere conversation of religion often becomes both sensitive and personal. For some students, the sudden introduction of other faiths into their life can be jarring—the contrasts between monotheism and polytheism, the Torah, Qur’an and Bible; Western and Eastern philosophies and lesserknown faiths like Zoroastrianism and Jainism can be overwhelming. While conflict is always an incentive to avoid conversation, the better we understand different religions, the better we can understand faith-based values. Sensitive though it may be, no individual—spiritual or
EDITORIAL
not—should have to conceal a matter so close to their heart. In this issue of the Gamut, we hope to stimulate positive and constructive discussion on issues imperative to a diverse community such as ours. As you read each article, reevaluate our collective successes and failures and what can be done to strengthen the Oxford community. Please turn to the back cover for additional information on statistics and the polling process.
3
low income students
THE GAMUT - october 6th, 2009
Freedom from Want Guaranteeing the freedom to have what you need Guadalupe Ruelas
“We’re a motley mix, neither assume wealth and intelligence go hand in hand. Only those with a tangible exclusively upper-class nor connection to the school-------a relative, or a brief junior high stint---know the wholly middle-class. ” truth. To outsiders, Oxford is the stuff of legends. Some say our students are Burberry-toting, Prada-shod wealthy, simply because the campus is nicer than Anaheim High’s. Others insist that we’re like every other student, only with IQ’s hovering above 140. And then there are those who
We’re a motley mix, neither exclusively upper-class nor wholly middleclass. Approximately 20 percent of students qualify for free and reduced lunch. In Calculus, students drop their TI-84 calculators carelessly into their backpacks, whether purchasing it was a struggle or not. For some, that dream college isn’t
an issue of money as it is achievement, while for others, achievement isn’t the problem, but money. Here, everything isn’t within reach or handed on a credit card. Yet people continue to stereotype us as a privileged body. This section takes a look at average student expenditures and the recession’s impact on education. The purpose of this section is neither to single-handedly end poverty nor to embarrass and fluster. Rather, it is to draw attention to an issue that is often overlooked.
STATISTICS STUDENTS THINK ACTIVITIES AT SCHOOL...
Education on a Budget Students and faculty feel burden of district cuts
...cost too much: 22% ...are reasonably priced: 68% ...cost very little: 5.2 [2.6% declined to answer]
Ali Figueroa
STUDENTS WORRY ABOUT MONEY...
AUHSD administrators have been dealing with the economic crisis for years, but with an additional $34 million budget reduction this year, budget cuts are now affecting students and teachers. The district is cutting some costs by laying off teachers, issuing 98 pink slips in 200809 alone. Though teacher cuts are one of many changes schools are facing, it remains one of the most impactful. “I think that the teachers are suffering more in this recession,” senior Sean McCoy said. “Teachers are fearing for their jobs, whereas students aren’t really fearing for their education.” With fewer teachers, class sizes have increased noticeably, making it harder for teachers to ensure that all students have equal opportunities to learn. “I’m a teacher, not a grader,” English teacher Ron Hodges said. “What’s most important to me is what goes on inside the classroom… but when you have an unwieldy 40 students in a graded discussion, are all of the students that want to participate going to be able to participate?” As classes expand, teachers are also finding it difficult to handle the workload that comes with teaching larger classes. “I have to make more copies. I have to grade more papers. It takes longer to take
roll,” science teacher Bruce Stevens said. “And then there’s class control, particularly with the younger ones—the more students you have, the more difficult it is to keep all of the students on task.” With ever-decreasing departmental budgets, funding cuts have also shifted expenses to teachers. The allowance each department receives is often insufficient in covering the entire year’s expenses. “It just doesn’t work out that way, and every teacher pays for stuff out-of-pocket because they want to improve their classes. They want to make the instruction better without it being costinhibited,” art teacher Christine Handson said. “Every year, what I spend on my classes is right around $1,000 to $1,500.” Similarly, many students have trouble paying for yearly costs. While there are programs in place to help low-income students pay for bus fees, AP tests, and hot lunches, students who do not qualify for reduced lunch can pay, on average, $560 for junior high and $765 for high school. “You’d think that free education would come a bit cheaper,” sophomore Timothy Perdew said. “I wouldn’t want to be my parents when both my brothers and I are attending high school.” What students are noticing most,
however, is that some of the school events they were excited to attend have been cut from the budget. “I heard Every 15 Minutes got cut this year, and I think it’s unfair that our class doesn’t get to participate in a tradition that’s been a part of Oxford for years,” Pauline Nguyen said. “It’s my senior year and you’d think that our experiences would progress and get better.” Since the district has been forced to make direct cuts to school programs and services, students and teachers alike are now bearing the grunt of budget cuts. Though both groups are affected, the disadvantages they face are unique, which begs the question: who gets the short end of the stick? “It’s pretty equal,” Stevens said. “If we’re affected, you’re affected, and vice versa. If there’s more of you, then that means there’s less of us to go around. It has made it worse for everyone.”
CROWDED: (ABOVE) Though students pay $250 per semester in bus fees, the district cannot afford extra buses to reduce crowding. One student carrying a large instrument was asked by the driver to get off the bus.
...all the time: 18% ...sometimes (their own): 23.4% ...sometimes (their parents’): 34.2%, ...rarely: 15.4% [9.1% declined to answer. ] WITHIN THE LAST YEAR, STUDENTS...
...have had one parent lose a job: 16.4% ...have had both parents lose a job: 1.7% ...did not have either parental lose a job: 79.9% [1.9% declined to answer.]
low income students
4
Man-on-the-street Do you think Oxford is mostly upper-class? mixture?
A
Do you think it would cost more to go to another public school?
How much does money influence your college choices?
“The AUHSD is mostly middle-lower, and Oxford represents minorities that aren’t apparent at other schools. I mean, half our school is Korean, and I can count the number of Hispanic students in our grade with my hands, where I couldn’t do that at Anaheim or somewhere else. Being of lower income doesn’t prevent you from getting in.”
“I don’t think so. And if it is, it’s better to stay at Oxford because the reward is better here than going to a “cheaper” school, because everybody’s smart here, and everybody wants a challenge, so it’s a good education “
“A lot, I’ll have to apply for crazy financial aid, beg for scholarships, or otherwise it’s not considered.”
-- Yuki Ramirez, 10th grade
-- Elizabeth Fitz, 12th grade
-- Joe Bulone, 12th grade
For What It’s Worth
EDITORIAL
Douglas Uselton
Success is hard to find, for anybody. It is more difficult to measure than it is to define. Are people with less power, prestige, or wealth more successful than those without it? Some assume lowincome individuals are less successful than members of the upper class. But currently, not enough is done to help those individuals receive the tools they need for success. Although government and school programs such as fee waivers for AP tests and free lunches are in place to aid lowincome citizens and students, their lifestyle still remains affected. Grades may suffer if students need to take a job to support the family. Additionally, low-income students may not participate in extra-curricular activities because they cost too much or take too much time away from helping their family. Besides being integral to campus life, many students here consider extracurricular activities an essential part of being accepted by their college of choice. But if low-income students cannot afford to participate in school activities, what do they put on their college resumes? Students and clubs at school can make the easiest change. Already lunches and AP tests come at reduced prices for those that may not be able to afford them otherwise. Could school clubs follow this lead? While it would be harder to do, because Oxford clubs are much smaller than either government program, an attempt to add low-income students by cutting membership fees would swell the ranks of those organizations. While parents working at bingo night make
some money for extracurricular activities, sports teams could bring in more players with the creation of an Oxford Booster Club, like those already in place at other schools and in the choir program. All that is required is a little ingenuity at a local level. But to help low-income workers, additional national programs should be employed. Economic problems, however, not confined to the field of education. The government, in this case, should step in to help. National programs should not throw money at those who qualify, but train them through programs, such as internships, for better jobs, such as internships. If low-income workers receive good jobs over the threshold, the government could reduce the size of such a program. Private institutions should also contribute. For example, Stanford University offers free tuition to students whose parents make less than $100,000 a year. This provides options to low-income students who otherwise could not attend a prestigious four-year university. Through these solutions and others, government and private institutions+ would ensure a palpable shrinking of the low-income bracket. There is no denial that solutions are in place to support low-income workers and students. However, more can be done to allow them to succeed. As John Wooden said, “Success is selfsatisfaction in knowing you did your best to become the best that you are capable of becoming.” Perhaps we can make their best that much better.
Wallets Out Make checks payable to ‘Oxford Academy’ Daniel Taroy
High school can be expensive. According to students in elective and pathway classes, athletics, or any of Oxford’s many clubs, participation in some activities can be cost-effective while others might require some extra money. In the four tables below representing academic, club, athletic and testing fees the activity and its price are organized into two columns. The price represents the required cost for a student’s participation annually.
ACTIVITY
Art
PRICE
$20; $25 for AP Studio Art
Sports Medicine
$40
Band / Orchestra
$100; $50 rental fee
Choir
$150; $15 for t-shirt; plus costume fees
ASB
$150 for camp; $150 for uniform
ACTIVITY
PRICE
NHS
$10
Key Club
$14
HOSA
$20; $100 state conference
FBLA
$15; $200 state conference
Speech & Debate
$150 for both; $125 just debate
ACTIVITY
PRICE
Cross Country
$60; $130 for spirit pack
Tennis
$190
Baseball
$500 ($300 fundraiser; $200 spirit pack)
Basketball
$550; $375 sans summer training
Swim
$60 - $80 spirit pkg.; $30 / $40 suits for boys / girls respectively
ACTIVITY
PRICE
SAT
$45
SAT Subject Tests
$29; add $20 Language Tests
ACT
$32 no writing; $47 with writing
AP Tests
$86
5
hispanic attrition
THE GAMUT - october 6th, 2009
A Campus Deprived Fixing the Hispanic disparity Oxford is largely defined by numbers, numbers that students and staff conveniently recite at anyone who asks what our school is all about—number two in the nation, first in Orange County, 100 percent high school graduation. But recently, the WASC SelfStudy report has drawn attention to a statistic that has not gone unnoticed yet has never been fully addressed by our school before— the Hispanic attrition rate. In a class, Hispanics make up more than 18 percent starting in the seventh grade but by senior year, less than ten percent remain. Student attrition is not a problem that Hispanics singularly face but as
Anhthu Tran
our campus strives for diversity, these students are at more of a disadvantage than others.
for a parent to understand their child’s schoolwork.
Home life:
Cultural background: With parents only familiar with the Mexican school system based on a 1-10 scale, the concept of GPAs and letter grades may make it difficult to gauge and follow their child’s progress in school.
Many students often have other responsibilities at home such as taking care of their siblings which might compete with school work as a top priority.
Parent education level:
Hispanic parent education levels range from graduating high school to having a Bachelor’s degree to completing the second grade, making it up to four times harder
Geography:
Drawing students throughout the district, different families cope with varying commute times. For those who come from
Anaheim and beyond the realms of Cypress, a round trip to school may be upwards of an hour, taking even more valuable time if the student has to take the bus.
School resources:
Although there may be a lower demand for translated materials in certain languages such as Spanish or Vietnamese at our campus, those who do need it often cannot access them as easily. A lack of a Spanish-speaking counselor maintains the language barrier that prevents parents from being involved though they want to.
Committee formed to support Hispanic students Programs implemented to slow the Hispanic attrition rate
Over the six years that one class spends at Oxford, the number of Hispanic students will decrease by half. “Oxford’s demographics and district demographics are completely flipped,” History teacher Fabiana Muench-Casanova said, explaining that Hispanics make up nearly 60 percent of the student population at other district campuses in comparison to 12 percent here. “We’re not saying there’s a problem with our demographic, just that it’s flipped.” This population disparity was noted last year in both the Western Association of Schools and Colleges (WASC) accreditation report and the administrative reflection after the week-long process. Within the next six years, Oxford must provide programs meant to stabilize the disproportion between ethnic populations. The disparity between ethnicities had been noticed even before the WASC committee arrived, although the committee provided a starting block for programs. Muench-Casanova, who is leading a faculty task force to slow attrition rates and find the causes behind it, says that a two-pronged approach is needed to help both students and their parents. “The committee hopes to address
Latino students who feel isolated from our school,” English teacher Melissa Galvan said, explaining one of the main goals of the committee. “[And to help] the parents who don’t understand varying teacher expectations, graduation requirements, or the college entrance process.” The committee plans to implement many programs, all meant to boost and stabilize the Hispanic population by improving communication between the school and parents, and teaching students necessary skills for success at Oxford. “One of our goals is not to lose any kids on Academic Probation,” MuenchCasanova said. An immediate goal, keeping students currently on Academic Probation would extend beyond just Hispanic students to help those of other races who are struggling as well. Eventually, the committee also plans to supplement learning skills with upperclassmen tutors to help younger, struggling students. These tutors would act as an academic “big buddy,” serving as both academic guides and personal mentors. “In the future, we would like there to be more outreach into the community,
Cynthia Washicko
especially feeder schools,” Galvan said. “We want all of our students and parents to feel like they are part of an Oxford family.” Tr a n s l a t e d letters home, a Spanishspeaking counselor and college night sessions in Spanish aim to bridge the gap between parents and their child’s education. Some changes are hoping to help all non-English speaking parents, Hispanic or not. “Any calls being COLLABORATION: done by teleparent are Committee members Kathy Scott, Fabiana Muench-Casanova, Jill now in [the student’s] Briquelet, Rosi Pedersen, Kortney Tambara, and Ron Hoshi met in home language,” Muench- August to brainstorm programs to slow the rising attrition rate of Casanova said, explaining Hispanic students. new attempts to reach out to non-English speaking parents. “[And] neglecting other struggling students and isolating we are partnered with the National Hispanic Hispanics. Scholarship Fund to educate parents on the “We’re not trying to pick on one college application process.” ethnicity over another,” said Muench-Casanova. Both the committee and “Once we find a success story here, we can administration, however, want to avoid apply this to other races.”
STATISTICS Percentage of Hispanic students in AUHSD: 62 %
Percentage of Hispanic students at Oxford in 7th grade: more than 18 %
Percentage of Hispanic students by senior year: 12 %
6
Baby Steps
Nurturing Success
Improving outreach to Hispanic students
Andres Garcia Education is a team effort, and shared responsibility from both parents and students is essential. Junior Arely Silva is an ideal example of a motivated Hispanic student. With high hopes of becoming employed by the National Air and Space Association (NASA), she studies to her best ability and even works part time to makes ends meet. Not wanting to stereotype, Silva expressed that her parents, like all first generation immigrants, face the challenge of understanding and adapting to foreign school system. Differences between Mexico and the United States in quality and styles of teaching only contribute to the confusion. Her parents arrived with high hopes, like many who come to the US, of achieving the American Dream, their children the main incentive for migrating. “My mom wants me to get an education so that I don’t have to work an ‘immigrant job’,” Silva said, explaining that
hispanic attrition
while her mother does not pay for tutoring or SAT classes, her caring interest and support prove to be more than efficient. “She is not specifically up to date but we have strong communication and she trusts me.” The strong bond between Silva and her mother make them an admirable team. Silva sees in her mother a set of morals, habits and virtues to model herself after. “Selflessness is my priority. I’m doing this for my children,” Silva said in reference to her future. Neither knowledge nor wealth drives Silva, but passion for her ultimate goal and the support of her mother, which both play a large role in her success.
SILVA IN ART CLASS: (Above) She balances core academic classes and part-time work in her busy schedule.
EDITORIAL Daniel Taroy
It happens every year. Certain cases at a disadvantage to others and are given are prolonged, with slowly declining grades greater reason to leave in exchange for spelling out the inevitable, while other a school offering more attention. It isn’t a instances are more of a surprise, especially if matter of race, but one of harvesting success GPA isn’t a factor in the decision. Yet in spite where it is more convenient. of any initial concern, no one is ever entirely No one has made the conscious surprised when someone leaves Oxford. effort to reach out to our Hispanic population. Student attrition is a natural part For years administration has acknowledged of Oxford’s changing social landscape. Hispanic attrition rates as a problem, but Just as everyone expects new faces until only after WASC identified this as an area freshman year, no one of growth have anticipates graduating “It isn’t a matter of race, but of we started taking with the same class action. We get from seventh grade. harvesting success where it is so caught up Students attribute in improving more convenient.” the problem to high our test scores academic standards, and deciding an excuse so overused that it simplifies the on prospective colleges that we overlook problem and lets it go unnoticed. those who struggle in a competitive high Recent concern about Hispanic school environment such as ours. Keeping attrition rates, however, specifically suggests Oxford a number one school often means that academic rigor is not the only reason helping those who have an easier chance behind the problem. Although Oxford at succeeding at the expense of those who intends to provide the highest quality don’t know how. college preparation, there are simply more The measures we’re taking now students than faculty can equally focus are a step in the right direction to lowering on. Entire groups happen to fall between these attrition rates, but they are nothing the proverbial cracks and in the case of more than a starting point. Reaching out to our campus, Hispanic students slip right Hispanic families gives parents the chance to understand and process what is expected of through. Students well-versed in testing them. Whether students leave for academic dates and college top ten lists get priority; purposes or for personal reasons, increased it gives counselors a foundation to pass outreach will undoubtedly lead to better on more advice. With limited outreach to performance and communication for Hispanic students on campus, they are put struggling students and their families.
Man-on-the-street
“How does your culture affect what career path you will take?“
“Not my culture, but my family, because I come from a family of business people.” - Sophia Lee, 12th grade
“I told my mom I wanted to be a musician, and she said no. Then I told her I wanted to be a chef, and she said to get a real job.” -- Michelle Cho, 11th grade
“As long as I go to college, I’m fine.” -- Jamie Chen, 11th grade
“It affects it a lot because I’m Filipino and I’m going to become an engineer. All Filipinos are either nurses or engineers. My parents want me to be one or the other. My parents’ dreams affect what I dream for myself.” -- Jakie Lanzona, 10th grade
“The values and morals embedded in a culture affect the way we “It’s what I want to do, but everyone stereotypes [that Indian look at a good career. Anything that you earn respect in and respect people become doctors]. But it hasn’t really affected me.” others, or something you take pride in like teachers is good.” -- Kriti Datta, -- Fareshte Erani, 11th grade 12th grade