The overall educational attainment of Latinos in California is among the lowest of all ethnic groups. This problem becomes more acute when we consider the relationship between current Latino performance trends--test scores and graduation rates--and California's growing Latino population. 

DCP tackles the achievement gap by creating a small school focused explicitly on college success. The school is driven by student achievement data and fueled by a shared expectation that Latino students can achieve academically. DCP researches and implements the best practices of schools with the most impact on urban minority student success. 

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Demographics of California Public Schools 

In California 2003-2004:

• Latinos represent 46% of the total students attending public schools in California

  
  
  Latino enrollment is projected to increase to 50% by 2010. 

In the San Jose Unified School District 2003-2004:

• Latinos represent 50.7% of the total students attending public schools in the San Jose Unified School District

  

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Performance Trends of Latino Students

Shocking Comparisons

At a National Level:

• Latino students in the 12th grade read and compute at the same levels as White students in the 8th grade.

In Silicon Valley:

• Over 85% of Latino students in the Silicon Valley (portions of Alameda, Santa Clara, and San Mateo county) are NOT enrolled in mathematic courses beyond Algebra.
  

STAR Exam

STAR is a statewide test and provides comparable student performance data in California.  Students scoring at or above the 50th NPR are considered to be performing at grade level.

In Santa Clara County for 2001-2002:

• 59% of Latino students are performing below grade-level in Math.
  
• 70% of Latino students are performing below grade-level in Reading.
  
  Compared to other ethnic groups, Latinos have the lowest percentage of students scoring at or above 50th NPR in both Math and Reading in Santa Clara County.

Graduation Data

For every 100 Latino students entering kindergarten, only 61 graduate from high schools, 31 complete some college, and fewer than 10 obtain a bachelor's degree.

Graduates with CSU/UC Requirements

In the San Jose Unified School District for 2002-2003:

• Only 45.3% of Latino graduates fulfilled CSU/UC required coursework for admission to four-year college/universities, compared to 71.8% Whites, 87.4% Asians, and 56.3% African Americans.

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Combating the Problem of Low Educational Attainment of Latino Students

There are many root causes underlying the problem of low educational attainment among Latino children. Researches have shown positive benefits from schools that have the following characteristics:

1. High expectations for all
There is ample research to support the notion that students—even those whose scholastic performance has been poor—will respond positively to higher standards and a more demanding environment.

2. Small school structure and the presence of a uniform school culture 
The Bank Street College of Education released a comprehensive report arguing that small schools have higher attendance rates, lower drop out rates, less violence, and higher performances than larger schools. The small school environment promotes positive personal and academic self-concepts and sense of belonging in students. Students take more responsibility for their own learning and are offered a more individualized learning experience. Small schools are able to communicate a school culture that stresses the importance of academic success for all.

3. Parent Involvement
Parent involvement extends beyond working with their children on homework or going to school meetings. It involves empowering parents with the skills necessary to support and advocate for children’s educational interests and rights. 

Where DCP Stands

1. High expectations for all
DCP’s school model is characterized by high standards, a rigorous curriculum, a strict code of conduct, and a commitment to college success for all students. 

2. Small school structure promotes a uniform school culture
DCP’s learning environment stands in stark contrast to that of the large, urban public school. DCP’s Culture of Achievement is defined by specific values—personalization, accountability, and ganas— the will to be successful.

3. Parent Involvement
DCP parents are involved in all aspects of the school—student discipline, academic support, teacher and student and student recruitment, and community advocacy. DCP’ s parent education program helps parents learn about DCP’s academic program, college opportunities, and adolescent development.

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References:

• California Department of Education “Data Quest.” http://data1.cde.ca.gov/dataquest/
  
• Chacon, M. (June 2000). "The State of Latino Education in the San Francisco Bay Area." Hispanic Community Foundation.
  
• Cotton, K. (1996). Affective and Social Benefits of Small-Scale Schooling. ERIC Digest.
  
• Viadero, D. (July 12, 2000). Research on Chicago High Schools Finds Benefits in Smaller Size. Education Week.