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Upon researching for Bullard High's information on socioeconomically challenged students, I found that from 2019 that from the 2,523 students that they served, that about 59.6% fell in that category. That's over HALF of the students that they serve. It was surprising to find that that many students fell under the poverty line, especially since the school is located in wealthier area of Fresno, CA. If the school is in a wealthier area, are these students getting the resources they need? Because using the CSD, I found that their levels for ELA and Math fell from far beyond from the standard (ELA was 13.6 from the standards, and Math fell 95.2 below the standard).

What is being done about this? Because I do see how some of the juniors in my own English classrooms have trouble comprehending critical analysis language vocab, which are the basics they should have derived from earlier grades. Of course this is just one example, but if teachers ARE seeing these issues in their classrooms, how can we allocate funding for resources that students could use to have the school fall in a better standing in the overall state?

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A Side Note on Shaw Avenue and Structural Racism 

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A Side Note on Shaw Avenue and Structural Racism 

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Even though there are students who wear the "better" brands at Bullard High since they come from middle class families, that doesn't mean that the entire school is made up by them. There is a vivid divide between who you are are and what kind of class you come from through the kinds of clothes you wear.

I will be explaining a moment that happened between two students that I serve: Lucas and David.

These ideas connect to one of the articles, "Fresno's Mason-Dixon" Line by Reis Thebault, where he explains that there is visual divide on the map of Fresno of where there is more accumulated wealth in housing and businesses. Bullard High is located above the Mason-Dixie Line known as Shaw Avenue. Yet, even though it's on the wealthier end with it's Fig Garden shopping mall and houses on Zillow that are worth over $500k, not everyone lives in the area. This means that these transfers are from the West Side of Fresno. Many students transfer out, because Bullard High is too far away to make the drive.

It's not just about what students wear, but where they actually live that affects the kinds of experiences they will get in their school and community. The strutural racism created from before Fresno was a major city has had many consequences such as the quality schools, housing, and businesses students have access to. It's part of the reason why David (explained in another note) and Lucas have different experiences with finances.

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"Maybe it's due the pandemic, but there are so many more tardies and absentees than there were before", my mentor teacher recalls while looking at a half-empty sixth period.

What can be some reasons as to why there is higher drop out rate throughout the grades at Bullard High? Why are students more tardy than before? Are they disinterested or just lazy? How can parents support their students habits of tardiness and absentness?

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As I explained before, Bullard High is low in school spirit. Students don't necessarily care for their school, so how can schools such as one where there is little to no school spirit engage students with their Knight (their mascot) Values? How can teachers be the vehicle for this? How can parents get involved? What events can take place to interest students?

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Just a five minute drive from the school is Oso De Oro park. The park has a lake, picninc areas, and a park. I've heard students say they've had mini picnics with their friends, and other have picnics with their family members. It gives me a sense that students are family and friend orientated. They take the time out of their day to just hang out and be with loved ones. I think this shows that a lot of community building happens outside of school, which makes ask why isn't Bullard focusing on building community?

Other Questions will be linked to this in relation to the school climate, engagement, and parent involvement.

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This is a random picture of torn shoes, because I'm not going to ask the student to take them off so I could take a picture of them, but these look quite similar (although better) than the ones a student had on (let's call him Lucas). In connection with the previous post, even though I see many students wear all kinds higher end brands like Supreme, LuluLemon, Nike, Coach, and such, there are still students who visibly and verbally explain the wealth gap.

Lucas, for example, had asked me a couple times if I had tape or something for his shoes. He said that he's had them for over a year and half, and that they've been "...worn to the bone". Just the other day, I saw that we did have tape hidden somewhere, but told him it wouldn't be strong enough like ducktape. One student commented "...just buy new shoes!" And he said, "I can't. I buy everything on my own, and I don't wanna waste my money on shoes that could stretch a little longer".

I asked him privately why exactly he's spending money instead of a parent or guardian, and he said he works in the fields his parents. Whatever he earns is his, and he wants to spend it on video games or clothes rather than a pair of shoes.

I reflected on that students come from all socioeconomic backgrounds that students don't really think about unless they are face with economic hardships. In this small occurence, I saw how David (the one who told Lucas to get new shoes) didn't realize that Lucas doesn't have parents to buy him things like he's said his parents have, nor does Lucas get an additional allowance from his parents to what he's earned at a job.

Shoes such as Lucas's symbolize resilience, patience, and overcoming the idea of status for one's well-being. Lucas unlike David has faced different economic circumstances such as having to work long hours in the fields with his parents, but has learned about earning one's wage and knowing how to spend it responsibly. The shoes also gave me an understanding that not every student is going to have parents who financially support them in their home enviroments, which means that the way they present themselves isn't entirely their fault nor a bad thing.

I ended up handing Lucas a stapler to which he later told me, "I finally closed a hole that was in them!"

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Just about a block and half away, students are able to drive during their short lunch to Fig Garden. Fig Garden is a shopping mall composed of higher end shops like Coach, Anthropologie, Chico's, and Banana Republic. They have a Whole Foods, Starbucks, and Chipotle, as well as other cute brunch small businesses that keep families and students coming. This is a highly notable area near Bullard High given that it establishes the kind of people who come and live near the school. Those who come to the shopping mall know that they come to spend in these shops that they could afford. The brands that students wear in the classes mirror the ones in Fig Garden. This area symbolizes that several students and their family's indulge in luxurious tastes that other students can't afford.

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After speaking with students from Bullard High, I've come to learn many of their interests. I'll change the names for privacy purposes. One student, Lina, says she has a job as a lifeguard at Central Unified Aquatic Complex, and that she's part of a outside school swim team. She commented that she likes the commaderie that gets from her teammates on her team, rather than ones on the Bullard High Swim and Water Polo teams since they've denied her of friendships due their disinterest and fatshaming of her. Another student is part of a club that builds old cars, because he wants to learn how to build his own. The school doesn't have a club like the one he enjoys, and he rather not start one when he already has friends in the club he's in.

I've also spoken to a Campus Advisor (CA) who son attends Bullard, and he says that his son is part of an outside basketball team that travels around the state for games. His son wanted to branch out from the school to compete with different levels of teammates than the ones he had been used to.

The CA, Ryan, explained to me that, because so many students are transfers (students who aren't supposed to go to school due to district and distance), many students don't feel a deep connection with the school. This makes me think about all the teens that have been walking around with all their classes on a sheet of white paper that need signatures from their teachers to officially transfer from the school. For these teens moving to a different school is due to failing grades, others for distance, and others due to lack of engagement in the school. I remember my mentor teacher telling me that because there are more transfers than legacy students that there is less interest in school spirit.

I saw many students in my classes dress up for Y2Ks Day (Year 2000s Day) for Spirit Week, and asked Jenna, a major fan of anything Y2K, why she hadn't dressed up. "Oh, I won't do anything this school wants me to do. They've handled a lot of situations poorly".

With much of the content of the conversations I've had with staff and students, it's evident that students prefer to find their interests outside of the school. Although these students find interests outside of school, a good amount of students still attend to their school clubs like Improv Club or sports like football, basketball (when in season), and soccer.