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Our mission is to prioritize and properly address the needs of our entire student body so that they can become their best selves. We value creating an empathetic, understanding learning environment and pride ourselves in implementing culturally-responsive pedagogy in our curriculum.

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As my ideal school is a (magnet) public school, it will be funded by state and local taxes. However, my school is also lucky to be funded federally by the Department of Education through the Magnet Schools Assistance Program (MSAP).

For reference, the Livermore Valley Joint Unified School District received a MSAP grant of $6.64 million from the U.S. Department of Education.

The funding would be distributed in a way that the specialized STEM program receives around 15-20% while the rest is evenly distributed among the rest of our amazing departments including Music & Arts, English, Foreign Language, History, etc.

My rationale for this is that our school is a Magnet School that has a specialized STEM program designed to attract students from multiple districts to allow for a diverse student population. Thus, our STEM programs would receive a slightly higher proportion of our school funding compared to other programs/departments.

However, we pride ourselves in hiring the best teachers/staff for all of our programs and our new teacher salary is the same regardless of department. This ensures that we are providing students with qualified teachers not only in STEM but in all other departments as well.

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Office of Elementary and Secondary Education

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Magnet Schools Assistance Program (MSAP) - Office of Elementary and Secondary Education

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Grants to eligible local educational agencies to establish & operate magnet schools that are under a court-ordered or approved voluntary desegregation plan.

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My ideal school is a Magnet School so it would be an integrated public school.

I chose a magnet school as my ideal because they have a more diverse student population both culturally and socioeconomically. Magnet schools also are able to reap the benefits of additional funding from the Department of Education which can be used to best support and develop students for their future endeavors.

I chose it over charter schools because charter schools take funds away from public schools in the same neighborhood and are much less racially and socioeconomically diverse.

My school will have an application open to students living in the multiple districts in this area. The application will consider multiple factors including cultural background and extracurricular experiences in addition to academic qualifications.

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Magnet programs and schools are designed by local authorities to attract parents, guardians, and students who are free to choose, subject to local rules, the school in which they enroll. These programs and schools are established by district Governing Boards. A Governing Board can make a wide range of choices depending upon the needs, demands, board purposes, and available funding. Magnet schools and programs include those that provide unique instruction in the arts, in various sciences, and in career education. Others reflect a district strategy to achieve racial and ethnic balance, generally with the benefit of federal funding. When one or more magnets are established at a particular school, students from across the district may select the magnet subject to available space. Often school districts publish a list explaining their magnet options.

There is no state financial support for magnets. Magnet schools and schools with magnet programs receive the regular funding for instruction. The federal government provides limited support in the form of grants to school districts that apply for a portion of the available national funding directly from the U.S. Department of Education.

Creating Successful Magnet School Programs (PDF)
Available from the U.S. Department of Education, this fourth book in the Innovations in Education series identifies six school districts whose successful magnet programs offer a range of contexts, experiences, and perspectives.

Magnet Programs and Schools - CalEdFacts
Part of California Department of Education's information and media guide about education in the State of California. For similar information on other topics, visit the fullCalEdFacts.

Magnet Programs and Schools Listserv
Join the Magnet Programs and Schools listserv to receive information, resources, and other relevant materials.

U.S. Department of Education Magnet Schools Assistance Program (MSAP)
The Federal MSAP provides grants to eligible local educational agencies to establish and operate magnet schools.

Magnet Schools Assistance Program, Technical Assistance Center
With a focus on diversity, academic excellence, and equity, the MSAP Center supports the U.S. Department of Education Office of Elementary and Secondary Education as it provides equity and choice in public education through the MSAP. The website offers tools, information, and strategies to assist in planning, implementing, and revising magnet programs.

Last Reviewed: Friday, August 19, 2022

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Magnet programs and schools are designed by local authorities to attract parents, guardians, and students who are free to choose, subject to local rules, the school in which they enroll. These programs and schools are established by district Governing Boards. A Governing Board can make a wide range of choices depending upon the needs, demands, board purposes, and available funding.

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4A: Curriculum and Pedagogy (Pt. 1: Pedagogy)

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4A: Curriculum and Pedagogy (Pt. 1: Pedagogy)

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My ideal school will implement culturally responsive pedagogy (CRP) into our curriculum.

Lessons taught in our school will uphold students' cultural integrity and teachers will be trained to gain cultural fluency in a variety of different cultures.

This allows teachers to gain the skills necessary to properly support students of different backgrounds and develop closer relationships with their students which would make teaching easier and boost student engagement. This is one of the biggest priorities our school has.

The rationale behind implementing CRP is to support students by reducing the achievement gap and fighting social reproduction. CRP allows students to understand a larger sociopolitical context when analyzing course material and addresses social factors to help overcome social reproduction and bridge this gap.

CRP allows for the development of a more inclusive, understanding classroom that supports growth in not only students but teachers as well.

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4B: Curriculum and Pedagogy (Pt. 2: Curriculum)

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4B: Curriculum and Pedagogy (Pt. 2: Curriculum)

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My curriculum includes my ideal school's renowned STEM program along with traditional subjects including English, History, Foreign Language, Health, etc.

In addition, through the school's partnership with our local community college, our curriculum also offers select career technical education (CTE) programs so that students are able to be better prepared for their full-time careers from a younger age. Students can explore different careers including graphic design, finance, nursing, etc. while in school and students can choose to eventually specialize in a career development track through dual enrollment with the community college.

My rationale for the CTE programs: Through CTE programs, my ideal school is able to offer application based learning to its students. In addition, the effects of CTE include higher graduation and engagement rates.

CTE programs are also pretty expensive to implement in high school and that is why my school partners with a local community college to do so (many CC's offer CTE programs).

The curriculum would also require a mandatory ethnic studies class in addition to traditional science, english, math, and history requirements.

Similarly to how California requires ethnic studies classes for high school graduation

In line with my school's implementation of CRP. Works to address history of social reproduction, social differences, economic and racial inequality in the United States.

My rationale is that students must learn from the troubled history of our country to foster equality in the future.

Through smaller classrooms for increased engagement, teachers receiving cultural/diversity training to better address needs of different students, mandatory ethnic studies classes/CRP implemented curriculums for students, and Career technical education opportunities for students to explore and get ahead in their professional development, students are able to grow into informed, understanding global citizens.

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CTE Career and Technical Education Overview

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5A: Assessment Procedures (Pt. 1: How would students be assessed in school?)

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5A: Assessment Procedures (Pt. 1: How would students be assessed in school?)

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In my ideal school students would be assessed through multiple short quizzes throughout the year to lessen the pressure and anxiety that students experience as a result of stressing over assessments.

In addition, students would have very little homework as my ideal school would prioritize learning during class time and allowing students to freely explore their interests outside of classtime.

I considered getting rid of the 'letter grade' system in my ideal school to lessen the pressure on students. However, I believe a practical alternative would be to incorporate classes eligible to be taken Pass/No-Pass, homework drops, and retakes. Having taken P/NP classes at Cal, I've found that they allow me to better learn the material as I don't spend as much time thinking about grades and percentages. Thus from personal experience, I believe that my ideal school should adopt these policies towards assessment.

I believe that students today spend too much time on schoolwork outside of school. I also think that this in addition to stressing over grades are key contributors to the increase in mental health issues among High schoolers.

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Teaching with a Pass/Fail Grading System - Educators 4 Social Change

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Introduction In recent years, a number of schools have converted to the pass/fail grading system. Some highschools and colleges will require first year students to follow the system in order to give them room to transition. Many elementary and middle-schools follow it completely. Many colleges and universities offer the option...

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5B: Assessment Procedures (Pt. 2: Standardized Tests & Ideal College Admission Process)

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5B: Assessment Procedures (Pt. 2: Standardized Tests & Ideal College Admission Process)

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I would also remove standardized testing from my ideal school

My reasoning is that it creates unnecessary pressure for students, leads to students learning for the test rather than for real-world applications, and also forces teachers to tailor their curriculums to the exam.

I would instead replace it with a final group project where students can showcase their knowledge of the subject and present an application of their learnings.

This would allow students to prioritize real world applications of class material over memorization.

It also works to remove competition and places emphasis on teamwork/growth.

Since most colleges and universities now no longer require students to take standardized tests such as the SAT or ACT, these final projects can serve as an excellent way for students to showcase their talents and passions to college admissions officers.

This would be my ideal college admissions assessment because it goes beyond just academic performance and test taking abilities.

In addition, it fights the social reproduction I saw when I was going through the college application processes. With the SAT and ACT, students with wealthier families and more resources were able to receive tutoring not only on test materials but test taking strategies as well while those with less resources could not. My idea of a final project, whether it's a research project or coding project, works to level the playing field as those with more resources are not able to guarantee a better result.

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Should we get rid of standardized testing? - Arlo Kempf

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Qualifications: Similarly to Finland schools, my ideal school will have a multi-stage selective process for teachers. Applicants for the teacher position must also have a master's degree in education as a pre-requisite. My school looks for teachers who are committed (long term) to the school and its students. Experience in diversity training and CRP is also seen as a big plus.

Approach to teaching: teachers are hired because they are qualified and experienced so the school wouldn’t change their approach to teaching. However, the teacher must embrace the school’s mission statement and trainings.

Ongoing professional development - training on bias and diversity (teachers must complete trainings to gain cultural fluency)

Teachers would also get to create their own curricula as long as it adequately covers the key course topics.

Instructors would be assessed/evaluated at the end of every school year through anonymous student surveys.

Student feedback is a crucial avenue for my ideal school to improve upon its curriculum, pedagogy, etc.

Every 2 years, teachers will also be formally evaluated by the director of their department.

Students will also be assigned a designated homeroom teacher for all 4 years of school.

My reasoning for this is that it provides students with a familiar face throughout their time in school that they can go to for support and creates additional opportunities for students to develop closer relationships with faculty.

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My ideal school will offer extracurricular programs across music, arts, sports, academics, etc.

Labs/Research, academic teams (e.g. history bowl), after school support (tutoring/advising), engineering bootcamp/academy.

Reasons for these choices:

These special projects are additional opportunities for students to explore their interests at school beyond the classroom.

Also are opportunities for application of learning which is a huge priority at my ideal school

In addition, my ideal school will allow students to create their own clubs and activities. (e.g. real estate club, potluck club, futsal club) - these are real examples of clubs created by students at my High school.

I believe that allowing students to create their own clubs allows them to not only explore their interests but gain experience taking initiative in leading a club. Allowing students to customize and develop their own ideas is also amazing for students' growth.

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The demand for counseling in high schools is higher than ever before so my ideal school will have a balanced student to counselor ratio. In addition, students will have the same counselor throughout their time in school so that students can feel more comfortable speaking to their counselor.

In order to destigmatize mental health, my ideal school will also have an annual assembly addressing the 9 dimensions of wellness.

My ideal school will offer academic support programs in the form of tutoring (by both teachers and experienced students) and office hours.

The school will also offer college counseling that begins in sophomore year so that students have ample time to explore what is right for them. Students will also have the opportunity to receive career counseling at the local community college through the CTE partnership.

Offer mental health resources for free

Information on support groups, therapy, etc.

Bring in emotional support animals every Friday (what my high school did)

Reasoning for these ideas: More often than not, students don't know where to begin to address their mental health and seek help. These ideas are meant to make it easier for students at my ideal school to ask for help and talk about mental health.

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My ideal school will also abandon the zero-tolerance policy.

No School Resource officers

Institute restorative justice policies

Reasons for these choices:

Fight school to prison pipeline: school safety policies that push students into criminal justice system.

The zero tolerance policy led to increased suspensions for small offenses that didn't warrant such harsh disciplinary actions. In addition, low-income students and students of color are disproportionately impacted by it.

Moving away from zero tolerance works to narrow the discipline gap between students of color and white students

Restorative justice programs better address the needs of students and allow them to be supported rather than pushed away.

Benefits: Increased engagement, decreased suspension, narrowed discipline gap

As seen in case of Denver Public Schools (abolished zero tolerance in 2008)

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Allen, Ayana, et al. “Mapping Culturally Relevant Pedagogy into Teacher Education Programs: A Critical Framework.” Teachers College Record: The Voice of Scholarship in Education, vol. 119, no. 1, 2017, pp. 1–26., https://doi.org/10.1177/016146811711900107.

González, Elvia. “Magnet Programs and Schools.” Magnet Programs and Schools - Educational Options (CA Dept of Education), California Department of Education, https://www.cde.ca.gov/sp/eo/mt/.

Kornfield, Meryl. “California Becomes First State to Require Ethnic Studies for High School Graduation.” The Washington Post, WP Company, 9 Oct. 2021, https://www.washingtonpost.com/education/2021/10/09/california-ethnic-studies/.

Magnet Schools Assistance Program (MSAP). Office of Elementary and Secondary Education, 17 Oct. 2022, https://oese.ed.gov/offices/office-of-discretionary-grants-support-services/school-choice-improvement-programs/magnet-school-assistance-program-msap/.

Mazurek Melnyk, Bernadette, and Susan Neale. “9 Dimensions of Wellness.” Wellness.osu.edu, The Ohio State University, https://wellness.osu.edu/sites/default/files/documents/2021/05/9%20Dimensions%20of%20Wellness%20Digital.pdf.

Partanen, Anu. “What Americans Keep Ignoring about Finland's School Success.” The Atlantic, Atlantic Media Company, 17 Feb. 2017, https://www.theatlantic.com/national/archive/2011/12/what-americans-keep-ignoring-about-finlands-school-success/250564/.

Stern, Laurie. “Using New Approach, Denver Cuts Suspensions by Half.” Spare the Rod | APM Reports, APM Reports, 7 Jan. 2022, https://www.apmreports.org/story/2016/08/25/denver-new-approach-suspensions.

“What Works in Career and Technical Education.” Mrdc.org, MRDC, https://www.mdrc.org/sites/default/files/What-Works-in-Career-and-Technical-Education.pdf.