Eliminating the
achievement gap
SYSTEMS AND STRUCTURES
FROM THE GROUND UP
In Newhall SD, the
ongoing development
of a culture of learning
and collaboration
across schools is
addressing specific
learning needs of
the students, with
a primary focus on
English learners.
8
Leadership
Do we really believe all stu-
dents can achieve to high levels of success?
Are we willing to confront issues of ineq-
uity and bias? How far are we willing to go
to ensure every voice is heard? In the Ne-
whall School District, we have answers in
the power of a personal story, or in this case,
three stories.
If you were a classroom teacher and you
knew the following information about
three of your English learner students, what
chances would you give them for graduating
from high school? College? Where would
you see them in 20 years?
Daria
• Born in the U.S. to immigrant work-
ing parents in a low- to mid-socioeconomic
family of six.
• One parent is a high school graduate;
one parent has minimal education (third
grade).
• Both parents live at home, where Span-
ish is spoken, with some English support.
• In a bilingual program with strong par-
ent involvement in school.
Ernestina
• Born in Mexico to immigrant working
parents in a blended family of nine. Eldest
helps take care of younger siblings.
• No parent education. Home language is
Spanish, with no English language support.
• Eligible for free and reduced-price
lunch.
• In an English immersion program, with
no parent involvement in school.
Rosalinda
• Born in the U.S. to immigrant work-
ing parents in a low-socioeconomic family
of four.
• Minimal parent education. Both par-
ents at home.
• Home language is Spanish, with no
English language support.
• In an English immersion program, with
no parent involvement in school.
These three former English learner stu-
dents are now assistant principals in Ne-
By Jeff Pelzel and Patty Maxfield