2007 Silicon Valley Projections - Silicon Valley Leadership Group

Education
These changes in student demographics have ramifications at
the end of the “pipeline.”
For our Latino students, the college pipeline—and thus the
workforce pipeline—is narrow. According to the Public Policy
Institute of California, Latino students make up 33% of the
state’s public high school graduates, but 14% of UC enrollees
and 23% of CSU enrollees. Moreover, only 16% of Latino students
are eligible for CSU and 7% are eligible for UC—half of
their white counterparts. (Source: PPIC; Educational
Resources and Outcomes by Race & Ethnicity, 2005)
In Silicon Valley, the scope of the path and reliability of this
“pipeline” becomes evident upon examination of the class
enrollment data for ethnic groups in the region.
In large part, the past decade shows increasing enrollment in
college preparatory classes within each of the ethnic groups in
Silicon Valley (see bar graphs). But, in the context of all of the
9-12th grade students enrolled in those courses, as the courses
progress, the share of Latino students enrolling declines dramatically.
(Note: SVLG data analysis found this to be true in
1st year chemistry and physics enrollment.)
How California and Silicon Valley
Can Make Progress
Student success in K-12 will come from a strong teacher
and principal corps. The teaching profession is in constant
change, and the demographics surrounding it are not promising:
more teachers retiring than entering, mandates from
Sacramento multiplying, and teacher salaries lagging behind
the cost of living, to name a few.
The state must support professional development to ensure
that schools are implementing a sound, standards-based
curriculum and instructional programs, and provide teachers
and principals with the tools needed to instruct a diverse population
in a changing world. If the state is serious about developing,
recruiting and retaining teachers—particularly in
math and science—then it should invest with “both feet.”
The California Teach program, which is designed to recruit
science and math graduates into the teaching profession,
received most of its initial funding from the private sector and
$1 million from the state.
Investing in what matters. Achievement and advancement
in math and science are the bedrock of Silicon Valley’s innovation
economy. Our nation, state and region—particularly
within high-need schools—are facing a critical shortage of
math and science teachers. The way that the state allocates
funding—in an overly complex manner and through a myriad
of restrictive categorical programs—does little to allow our
public K-12 and higher education systems to adapt to changing
times. Moreover, market forces must enter into the equation
for recruiting and retaining talent in critical fields.
Hold districts to high standards and give them flexibility
to meet those standards. It is common practice to give districts,
in the name of local control, additional resources that
are quickly followed by restrictions. The state has established
a standards and accountability system. Districts should be
allowed to retain flexibility in meeting those standards; districts
that are successful retain flexibility and districts that are
not as successful receive less. The current system does not
allow innovation at the district or school level.
Students need to be aware of the pathways ahead of them
(workplace, college, financial aid, etc.). This is particularly
important for students of immigrant families or from underrepresented
populations. The fact that an entire high school
might share a guidance counselor or two is unacceptable,
although recent efforts by the Legislature and Governor to earmark
funding for guidance counselors is a step in the right
direction.
Access to college needs to be available and predictable.
Students and families should not have to wonder from year to
year whether there will be a place for qualified applicants at
state colleges and universities and what it might cost.
Skills for entering the workplace and for entering college
are converging. A high school diploma needs to convey that
the graduate has mastered a specific set of skills; that, in large
part, the student is prepared to enter college, university or
the workforce; and that it is not the end of the individual’s
learning. California needs to maintain high standards and
expectations, and students will rise to the occasion.
Make decisions based on accurate student and teacher
data. As California rightfully raises academic standards, it
needs a data system that will support accountability, particularly
when it comes to high school graduation and proficien-
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