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Christina Salerno: 
Special education students

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are treated like 
any other kid

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at one Central Valley 
school.

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I'm Christina Salerno.

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We'll show you a school 
district in the town of

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Sanger that has been 
especially successful at

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integrating its special 
education students into

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general education 
classes and activities.

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Sarah Gardner: A library 
where high school students

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do much more than 
check out books.

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I'm Sarah Gardner.

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A unique charter school in 
San Diego is one of

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the only schools in the 
nation located inside

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of a public library.

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Jim Finnerty: San Diego's 
Balboa Park is transformed

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into a classroom for 
hundreds of students

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each year.

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I'm Jim Finnerty.

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Elementary and middle school 
students spend several weeks

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a year studying at 
various museums as part

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of a creative program 
called School in the Park.

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Plus, we'll show you what 
it's like to spend a day in

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the life of a 
school secretary.

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It's all coming up on 
Inside California Education.

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Funding for Inside 
California Education

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is made possible by:

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Since 1985, the California 
Lottery has raised more

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than $30 billion 
for our public schools.

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It's a modest amount 
after dividing it up to

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California's 11-hundred 
public school districts

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from kindergarten 
through high school,

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as well as 
community colleges,

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UC and CSU campuses.

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Still, these funds help 
attract quality teachers,

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provide classroom equipment, 
and keep art and

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music programs alive.

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With caring teachers, 
committed administrators,

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and active parents, every 
public school student can

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realize their dreams.

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The California Lottery: 
Imagine the Possibilities.

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The Stuart Foundation: 
Improving life outcomes for

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young people through 
education

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Additional funding for 
Inside California Education

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is made possible by these 
organizations

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supporting public education:

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♪♪♪

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♪♪♪

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Christina: Thanks 
for joining us on

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Inside California Education.

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Let's take you to a school 
district in the Central

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Valley town of Sanger, 
which has been especially

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successful at mainstreaming 
its special education

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students into 
regular classes,

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encouraging them to 
participate in everything

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from academics to 
cheerleading to sports.

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♪♪♪

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"Good morning Tej!"

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Christina: Third grader Tej 
starts his morning like any

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other student at Lincoln 
Elementary School in

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the town of Sanger, 
located just east of Fresno.

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Students: ... indivisible, 
with liberty and justice

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for all.

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Christina: After a quick 
assembly on the blacktop

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Students:"1-2-3: Happy 
birthday Mighty Rams!"

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Tej heads to an English 
class where the lesson

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of the day is about 
California Native Americans.

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Teacher: If I put this up on 
the wall, am I going to be

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able to read it?

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Yes!

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Yes.

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Christina: The eight year old 
has severe vision impairment

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and sometimes 
struggles to stay on task.

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That's why he's considered 
a special education student

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here at Lincoln.

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But you wouldn't know it by 
watching his interactions

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with other students.

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Tej:

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Robin: That is the best 
thing about our school,

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is that they 
are just students.

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You have kids who are just 
identified as intellectually

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disabled, we have 
students with autism,

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students with down syndrome, 
we have some students

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with muscular dystrophy.

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A lot of times, in you know, 
a special day class you'll

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have kids in the back 
corner of the school,

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that you don't see.

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They have their own lunch, 
they have their own table,

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they have their own recess, 
they're not part of the

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school, they're not 
part of that culture.

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And our kids, this 
is their school,

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this is their home.

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Christina: Mainstreaming, 
as it's known,

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is happening in schools 
all across California.

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But here in Sanger, the 
percentage of special

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education students who are 
mainstreamed into

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academic classes is 
exceptionally high.

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Most special education 
students here spend at

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least 60 percent of their day in 
regular academic classes

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with the support of an aide.

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Teacher: "How is this 
sentence going to be?

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How are you going to write?"

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And all special education 
students are mainstreamed

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for at least 
one class a day.

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Leo: We know 
other districts,

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what they'll do, 
they'll do recess,

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they'll do P.E. 
and lunch,

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and we said, 'No, 
we want to do academics,'

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because we saw some 
strengths in our kids,

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what we knew, with a little 
bit of support

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they can access the 
core curriculum.

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"Sit down at your seats."

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Christina: Robin Berger 
has taught special education

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students for more than 20 
years in the

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Sanger Unified School District.

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Robin: "Can you break it apart 
and find a new word in there?"

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Around 2005, the district 
began making a focused

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effort to mix special 
education students with

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general education students.

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Robin: It was gradual, it 
was really, really slow.

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Okay, you know what, they 
can walk with their GenEd,

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um, peers to lunch.

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Or, they're at 
recess with them.

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And then it was, 
okay, we're gonna,

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you know, get them 
to the field trips.

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And it was just 
these little baby steps.

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And then it was 
like, you know what,

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they could really go 
into a GenEd class,

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and they could really 
gain that information.

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And, it gives them a 
typical school experience.

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Kimberly: The other thing 
I think that stands out is

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that even in our special 
education classrooms,

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it's incredibly rigorous.

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Matt: There's a greater 
content-rich focus connected

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to what's happening in the 
mainstream classrooms

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which that is very unique.

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You have teachers across the 
state that are really doing

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that in silos, but it's not 
a philosophical shift

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across all districts.

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Where I can say, 
"In our district,

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that's a 
philosophical practice."

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Christina: Kimberly is a 
fifth grader who is also in

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Robin Berger's special 
education class due to

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an intellectual disability.

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Today, Kimberly is proudly 
sporting her purple and

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yellow Mighty Rams 
cheerleading gear.

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Kimberly: We do dancing and 
we dance and do cheer dance

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and we go to different 
schools to play the games.

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Robin: Kimberly is like 
a typical fifth grader,

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you know, she's 
a cheerleader,

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she loves, she has 
friends all over campus.

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Kimberly: There's nothing 
that they can't be part of.

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There's nothing 
that they can't do.

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Um, I think Kimberly 
is a perfect example,

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you know?

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She's, she's a cheerleader 
here because she has

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the right to be.

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Leo: All of our kids 
can try out for anything.

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We have a no-cut 
policy for athletics,

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meaning; basketball, 
football, those things.

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So if our SDC kids 
want to try out, they can.

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I think it's going to be a 
good lifelong lesson

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for all kids.

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You know it works both ways.

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I think both of them are 
learning from each other.

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But I think our 
general education students,

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they'll be able 
to not be afraid.

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They'll know how to interact 
with students

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with special needs.

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Kimberly: Our students with 
learning differences benefit

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from that access and those 
real life peer friends just

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as much as our students 
who may not have learning

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difficulties benefit from 
understanding that those

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who learn differently from us 
or present different from us,

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are just kids.

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They're just 
friends to be had.

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And friends to be made.

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Christina: What's happening 
in Sanger is a goal for

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other districts 
throughout the state,

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as outlined in a 2015 report 
by California's Statewide

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Task Force in 
Special Education.

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The report found that too 
many disabled students in

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the state are not acquiring 
the skills they need

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to live independently.

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Only 60 percent 
graduate high school.

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One challenge, is that it 
costs an average of $22,000

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to educate a special 
needs student per year

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more than double the cost of 
a general education student.

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The task force recommends 
a coherent system of

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education, where disabled 
students are considered

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general education 
students first.

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Matt: I always say it's, it 
was a philosophical change

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when people, they 
want a program for that,

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like, "What's the 
program you used?"

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I can honestly say

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there's not a 
program for that.

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It really is an intense 
conversation that is built

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on, you know, transparent 
communication and

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trust and respect.

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And we worked hard and 
work on it every day.

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teacher: Now we're going 
to the nearest hundredth.

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So 507.

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Now do I care 
about the hundreths?

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Yes!

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Christina: For students like 
Tej, Sanger's approach

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to special ed means he 
can celebrate academic

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accomplishments 
just like his peers.

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Robin: In math, he can 
pretty much do it all

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on his own.

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Miss Divine has sent back 
his test that he's taken in

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her class, and he's gotten 
100% where it hasn't

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been modified.

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It may have taken 
him a little longer,

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but he was able to complete 
all the math problems on his

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own, he was able to write 
the answers on his own,

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and he was so excited.

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Kimberly: I see them bloom.

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I see their skill set bloom, 
I see their confidence

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bloom, the belief in 
themselves.

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Leo: It gives us a sense 
of knowing that people

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are different from us; 
and that it's okay.

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Kimberly: I want them to 
have the same options and

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opportunities that any 
student graduating from

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high school has.

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And that is, you know, what 
is your dream?

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And how do we get you there?

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That home, school, work 
I want them to have access

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to that. And meaningful 
employment.

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And be part of their 
community in the way that

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any other young adult is.

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♪♪♪

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Annc: To better prepare 
disabled students for life

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after high school, some 
schools are offering job

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training classes 
and internships.

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Students learn how to write 
cover letters and resumes,

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and are matched with 
internships for jobs such

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as food preparation, managing 
medical supplies and

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teaching sign language.

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Sarah: Walk into any public 
library in the world and you're

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immediately surrounded 
by people and books.

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At the public library 
in downtown San Diego,

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it's no different.

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But with a quick 
elevator ride upstairs,

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you'll discover much more.

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There's a fully-accredited 
high school dedicated to

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helping urban 
students learn and succeed.

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♪♪♪

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"What are some other 
things that kind of

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struck you?"

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Sarah: It's another typical 
school day at a most

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untypical school.

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(Teacher addressing students)

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Welcome to E3 Civic High 
School it's located not just

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in the heart of downtown 
San Diego

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it's on the sixth and 
seventh floors of the city's

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sleek new main library.

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Helen: I'm just excited to 
be the part of a work that

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allows us to meet the needs 
of the next generation.

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That allows us to change the 
face of public education,

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I believe, in the future.

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Sarah: Dr. Griffith is the 
director of this charter school.

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She says establishing and 
developing e3 is one of the

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proudest accomplishments of 
her long career

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in public education

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Helen: Martin Luther King said, 
if you see a good fight,

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get in it. 
This is a good fight.

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Sarah: E3 was 
founded in 2013.

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The city of San Diego, 
the school district,

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and library foundation 
worked together to open

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this high school 
inside public library.

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E3 is the only public 
high school in downtown

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San Diego, providing more 
opportunities to students

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who live in the urban area.

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Ikechukwu: The library has 
its own tools, like computer

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labs, 3D printing labs, 
stuff like that.

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So if you have the 
dream to create something,

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you already have to 
the tools for you.

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Sarah: E3 has more than 450 
9th through 12th graders.

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It's a project-based 
learning school.

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That means students 
design and create real-life

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projects that demonstrate 
comprehension of everything

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from mathematics to English.

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It's one reason many 
students are excelling.

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Noah: We have a very diverse 
school coupled with a small

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class size which gives us a 
lot of one on one time

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with our teachers.

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Other schools tend to 
just work through busywork,

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worksheets that sort of 
thing whereas we really want

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to get into the deep, deep, 
deep depths of what

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we're trying to learn so that 
we're experts in it

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by the end of the year.

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Rikayah: I think 
personally, for myself,

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I learn better through 
working through projects

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and different things 
of that matter.

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Sarah: Supporters say this 
approach appears to be working.

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In the 2016 school year, 
100 percent of e3's seniors

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graduated, and 97 percent 
attended to a two or

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four year institution.

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Rikayah: For myself I 
want to be a neuroscientist.

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One of my science teachers, 
Dr. Parang Chowdhury,

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actually really inspired me 
to study neuroscience though

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one of the science classes I 
took for him

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in my freshman year.

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Parag: "Just based on the 
name, like that policy might

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be about."

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Sarah: Dr. Chowdury teaches 
everything from philosophy

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to physiology.

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Parag: We're still a school 
that's kind of finding

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our own identity.

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One of the big things is 
we're not afraid to

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kind of experiment with 
our approach.

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"How much pollution can 
a company emit

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into the environment?"

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Sarah: For Dr. Chowdury, 
teaching at E3 is just as

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rewarding as his prior career 
as a research scientist

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with equally tangible and 
meaningful outcomes

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Parag: In science 
you kind of begin to realize

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it's never really about you.

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It's really about being able 
to transmit those ideas to

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the next generation and 
see what they do with it

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and what they'll come up with.

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"It's sort of like if I can't 
think in my head what

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is wrong with the things that 
are going on around me,

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if I can't describe it, 
then how can I fight it?"

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Sarah: With 77 percent 
of their students from

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traditionally underserved 
communities and 65 percent

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of their student body 
receiving free and reduced

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lunch, E3 faces a 
unique set of challenges.

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Jeffery: For example, a kid 
that comes to school hungry.

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Um. It's really hard 
for them to learn.

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Sarah: One way Mr. Newman 
faces this challenge:

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teaching students about 
nutrition in his

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project-based, sustainable 
urban agriculture class.

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"All the flowers are 
gonna turn into cucumbers.

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I feel like there oh, look."

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Jeffery: I teach a lot about 
health and nutrition and

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diet and really helping kids 
to make smart choices

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about how they eat.

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It's especially fun to 
kind of hear their quirky

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stories, kind of later in 
the semester or even years

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00:13:55,566 --> 00:14:01,000
later, like oh Mr. Newman I, 
you know, every time I eat

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a cookie I think of you 
and I think maybe

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I should be eating a salad.

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I'm sorry I only have 
three that are ripe right now.

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But I'm sorry more 
will be ripe soon,

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I promise.

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Helen: I love seeing our 
learning facilitators which

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typically are 
called teachers,

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and our staff, I love seeing 
them step into their next

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level of capacity.

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And building their ability 
to carry on this work.

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Sarah: Teachers and 
administrators here

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00:14:25,500 --> 00:14:29,266
recognize not every urban 
public school will be able

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to emulate e3's success.

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00:14:31,066 --> 00:14:33,866
After all, very few 
schools start out literally

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00:14:33,966 --> 00:14:36,833
surrounded by a major 
library and its vast

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repository of knowledge.

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Still, they're hoping other 
schools will embrace some of

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their innovative ways of 
teaching and learning

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and most important, 
e3's deep commitment to

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helping each student 
succeed and thrive

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Ikechukwu: E3 has impacted 
my college decisions because

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they really inspired me 
to pursue science.

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I really like science a lot. 
I'm very analytical.

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Rikayah: I tend to take a 
more slower pace when it

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comes to different work, 
and so, it's definitely

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00:15:09,366 --> 00:15:11,966
helpful to have a smaller 
class size for it allows

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00:15:12,066 --> 00:15:14,266
me to work more one-on-one 
with my teachers,

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really get the support 
and help that I need.

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00:15:16,933 --> 00:15:19,566
Michelle: We hope to provide 
the resource that our

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students can use to 
transform their lives into

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whatever it is 
they want to be.

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George: Everyone gets 
to know each other,

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we all have really personal 
bonds with each other,

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as well as the students.

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with teachers and 
it's a strong family.

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Helen: The first work of any 
high school or any school or

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00:15:37,933 --> 00:15:40,133
any new work is to build 
the culture and climate.

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00:15:40,233 --> 00:15:42,766
If you build the proper 
culture and climate where

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every individual is 
loved, celebrated,

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00:15:45,533 --> 00:15:49,500
respected, and held 
accountable and incentivized

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and rewarded and motivated, 
you can teach them anything.

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♪♪♪

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00:15:57,400 --> 00:16:00,700
Annc: Students at E3 Civic High 
have more than

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one million books at their 
fingertips at the

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00:16:03,300 --> 00:16:05,300
San Diego Central Library.

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00:16:05,400 --> 00:16:08,433
The library is topped by a 
dome larger in size

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than U.S. Capitol.

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00:16:09,800 --> 00:16:13,366
The dome looks incomplete 
a purposeful design to

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00:16:13,466 --> 00:16:15,633
reinforce the notion that 
learning is

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a continuous process.

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00:16:18,366 --> 00:16:21,466
Jim: Still ahead on Inside 
California Education:

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School in the Park is a 
creative program that takes

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00:16:24,600 --> 00:16:26,933
San Diego students out of 
the classroom,

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00:16:27,033 --> 00:16:29,966
and exposes them to the 
museums and exhibits

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of Balboa Park.

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00:16:31,666 --> 00:16:33,700
But first, we'll show you a 
day in the life of

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a school secretary.

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00:16:35,833 --> 00:16:47,166
♪♪♪

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00:16:47,266 --> 00:16:49,533
Lupe Duran: Thornton's a 
very small town.

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00:16:49,633 --> 00:16:54,400
We are located in the Central 
Valley between Stockton

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00:16:54,500 --> 00:16:56,600
and Sacramento.

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00:16:56,700 --> 00:16:58,933
There's a lot of 
farming, agriculture.

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00:16:59,033 --> 00:17:04,733
It's a very close community.

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00:17:04,833 --> 00:17:07,966
Everybody knows 
each other here.

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00:17:08,066 --> 00:17:10,933
We are one school, one 
district here at

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00:17:11,033 --> 00:17:12,900
New Hope Elementary.

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00:17:13,000 --> 00:17:22,100
♪♪♪

408
00:17:22,200 --> 00:17:27,100
Back in 2000 when I was 
hired for this position as a

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00:17:27,200 --> 00:17:31,333
school secretary, it was a 
challenge to see if I was

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00:17:31,433 --> 00:17:34,933
going to be capable of 
doing the daily routines.

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00:17:35,033 --> 00:17:37,800
"So I've got a bus note."

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00:17:37,900 --> 00:17:41,733
As a school secretary here, 
I've had to wear many hats.

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00:17:41,833 --> 00:17:46,533
We take phone calls 
"New Hope School"

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00:17:46,633 --> 00:17:49,733
We call on students 
that are out sick,

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we do tardies 
" Here you go."

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Thank you.

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And making copies.

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One day can be just 
being a school nurse.

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[In Spanish] Mira! Que ese so?

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00:18:04,100 --> 00:18:05,866
[Translation] Look! 
What is this?

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Sometimes we go 
out to yard duty,

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00:18:08,033 --> 00:18:11,400
interacting with the students 
and watching over them.

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00:18:11,500 --> 00:18:14,466
What's going on Carla?

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I do have a school 
business card.

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It says my name and on 
the bottom it says school

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secretary, but it should say 
many hats, etc.

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A few years ago I was 
diagnosed with thyroid cancer.

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It was really a tough 
challenge for me not to lose

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faith, to still be who 
I am and not change.

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I came to work every 
day because my kids here,

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00:18:48,700 --> 00:18:50,700
my coworkers, 
my family here,

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deserved me to be here 
because I felt that this is

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00:18:56,066 --> 00:19:01,300
my second home, and 
I needed to be here.

434
00:19:01,400 --> 00:19:01,933
"Lupe?

435
00:19:02,033 --> 00:19:02,933
Yeah!

436
00:19:03,033 --> 00:19:04,033
I know I like her. 
Yeah I like her.

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00:19:04,133 --> 00:19:07,466
She's been here since 
I was in Kindergarten."

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00:19:07,566 --> 00:19:11,633
I feel like there's a lot in 
me that I can give to these

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00:19:11,733 --> 00:19:15,366
kids and if I can help 
make one child smile,

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00:19:15,466 --> 00:19:18,533
to me that's the most 
rewarding thing

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00:19:18,633 --> 00:19:19,933
that I can get out of my day.

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00:19:20,033 --> 00:19:21,100
Hi Aiden.

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00:19:21,200 --> 00:19:27,600
At the end of my day I do 
feel happy because wearing

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00:19:27,700 --> 00:19:30,800
many hats or just being 
the plain school secretary,

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00:19:30,900 --> 00:19:32,266
I've accomplished something.

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00:19:32,366 --> 00:19:35,200
I've made a difference 
to somebody.

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00:19:35,300 --> 00:19:37,133
I've made somebody smile.

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00:19:37,233 --> 00:19:42,033
And going home to my 
six children and my two

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00:19:42,133 --> 00:19:44,000
grandchildren 
and watching them,

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00:19:44,100 --> 00:19:47,033
I just enjoy it 
even more, so to me,

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00:19:47,133 --> 00:19:48,400
that's my reward.

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00:19:48,500 --> 00:19:51,833
♪♪♪

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00:19:51,933 --> 00:19:53,166
Jim: The phrase "a 
day in the park"

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usually means a day 
spent at leisure,

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00:19:55,300 --> 00:19:56,766
perhaps surrounded by 
nature.

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00:19:56,866 --> 00:20:00,066
But that's not the case 
for hundreds of San Diego

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00:20:00,166 --> 00:20:01,766
elementary and 
middle school students.

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00:20:01,866 --> 00:20:04,733
Each school year, they spend 
up to eight weeks in

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00:20:04,833 --> 00:20:08,366
San Diego's Balboa Park 
studying everything from

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00:20:08,466 --> 00:20:10,833
science to history to the arts.

461
00:20:10,933 --> 00:20:12,866
It's called 
"School in the Park."

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00:20:12,966 --> 00:20:21,133
♪♪♪

463
00:20:21,233 --> 00:20:26,900
Over the million of years 
of evolved, evolution

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00:20:27,000 --> 00:20:29,433
Jim: These kids may seem 
unusually focused and

465
00:20:29,533 --> 00:20:31,733
attentive as they explore 
"the Nat"

466
00:20:31,833 --> 00:20:34,166
Balboa Park's Natural 
History Museum.

467
00:20:34,266 --> 00:20:37,700
That's because looking at 
fossils and dinosaur models

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00:20:37,800 --> 00:20:41,733
isn't just a casual exercise 
during a one-day field trip.

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00:20:41,833 --> 00:20:45,000
Each student's spending up 
to four hours a day here for

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00:20:45,100 --> 00:20:48,200
a solid week as their 
textbook learning comes to life.

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00:20:48,300 --> 00:20:52,833
Erick: "The Nat is a very 
good place to stay calm and

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00:20:52,933 --> 00:20:54,733
just discover things.

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00:20:54,833 --> 00:20:57,433
Jim: Welcome to School in 
the Park an innovative

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00:20:57,533 --> 00:21:00,666
program that shifts learning 
from the traditional classroom

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00:21:00,766 --> 00:21:03,700
setting to the vibrant and 
diverse opportunities inside

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00:21:03,800 --> 00:21:06,133
San Diego's cultural center.

477
00:21:06,233 --> 00:21:09,900
It all started in the 1990's 
when Price Club and Costco

478
00:21:10,000 --> 00:21:13,100
founder Sol Price decided to 
help revitalize

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00:21:13,200 --> 00:21:15,433
San Diego's City 
Heights neighborhood

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00:21:15,533 --> 00:21:18,533
a disadvantaged urban area 
where nearly four in ten

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00:21:18,633 --> 00:21:22,000
residents were immigrants 
and refugees and nearly a

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00:21:22,100 --> 00:21:23,900
quarter lived in poverty.

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00:21:24,000 --> 00:21:26,633
Price Philanthropies brings 
third-through-seventh graders

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00:21:26,733 --> 00:21:29,566
from two City Heights schools 
into Balboa Park for

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00:21:29,666 --> 00:21:31,366
up to eight weeks over 
the school year.

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00:21:31,466 --> 00:21:33,733
Debbie: "We like to think of 
it as adding depth

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00:21:33,833 --> 00:21:36,900
to their curriculum. We really 
work with the teachers to plan

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00:21:37,000 --> 00:21:40,700
and, they'll teach something at 
school in the books and then

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00:21:40,800 --> 00:21:42,500
we'll bring it to life here 
in the museum.

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00:21:42,600 --> 00:21:46,200
So it's not a field trip at all. 
This park becomes their own.

491
00:21:46,300 --> 00:21:50,366
"So you are trying to give 
me a switch that can either

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00:21:50,466 --> 00:21:54,000
turn on one lightbulb or a 
switch that can turn off

493
00:21:54,100 --> 00:21:55,233
both lightbulbs"

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00:21:55,333 --> 00:21:58,433
Jim: Making "the park 
their own" means these students

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00:21:58,533 --> 00:22:01,166
will study at as many as 
nine different museums,

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00:22:01,266 --> 00:22:03,166
including this science center.

497
00:22:03,266 --> 00:22:05,966
"Those went off, so where would 
I draw that on your schematic?"

498
00:22:06,066 --> 00:22:08,266
The school district 
and their own teachers work

499
00:22:08,366 --> 00:22:11,300
closely with museum 
educators to ensure all

500
00:22:11,400 --> 00:22:14,266
instruction is closely 
coordinated, and fully

501
00:22:14,366 --> 00:22:16,966
meets all grade level 
and Common Core standards.

502
00:22:17,066 --> 00:22:21,333
"What sort of habitat..."

503
00:22:21,433 --> 00:22:22,933
Jennifer: "This week's 
sixth graders,

504
00:22:23,033 --> 00:22:24,666
they have to do a presentation 
at the end of the week

505
00:22:24,766 --> 00:22:26,833
and each one is an 
expert group about

506
00:22:26,933 --> 00:22:28,700
one specific time period.

507
00:22:28,800 --> 00:22:30,833
We really get to know 
who the students are,

508
00:22:30,933 --> 00:22:32,933
their personality, what 
their interests are and

509
00:22:33,033 --> 00:22:36,400
how to even delve deeper 
into that so they have

510
00:22:36,500 --> 00:22:39,233
a deeper appreciation for 
dinosaurs or for science."

511
00:22:39,333 --> 00:22:41,233
Jim: Besides science 
and technology,

512
00:22:41,333 --> 00:22:43,400
math, and natural 
and human history,

513
00:22:43,500 --> 00:22:46,533
these kids are also 
introduced to another,

514
00:22:46,633 --> 00:22:48,833
perhaps more surprising 
area of study.

515
00:22:48,933 --> 00:22:52,200
"Oberon wants the boy and 
Tatiana will not

516
00:22:52,300 --> 00:22:53,266
let him have it!"

517
00:22:53,366 --> 00:22:59,066
Jim: Inside the Old Globe 
Theater, students are

518
00:22:59,166 --> 00:23:01,833
rehearsing for their 
performance of Shakespeare's

519
00:23:01,933 --> 00:23:03,033
A Midsummer Night's 
Dream.

520
00:23:03,133 --> 00:23:05,733
"Set your heart at rest, 
the fairyland buys

521
00:23:05,833 --> 00:23:07,066
not the child of me."

522
00:23:07,166 --> 00:23:09,400
Colleen: "I know there's 
academic success because we

523
00:23:09,500 --> 00:23:11,533
do a pre- and post- 
test at every museum.

524
00:23:11,633 --> 00:23:15,066
But more than that, I like 
to see that students get

525
00:23:15,166 --> 00:23:17,833
confidence and they 
gain social skills.

526
00:23:17,933 --> 00:23:22,433
It's an amazing immersion 
in culture and in academic

527
00:23:22,533 --> 00:23:27,133
language that puts 
our students in line,

528
00:23:27,233 --> 00:23:29,900
in level with every 
other playing field of

529
00:23:30,000 --> 00:23:32,600
socio-economic strata."

530
00:23:32,700 --> 00:23:35,300
Debbie: "Kids have gone on 
and said that we've helped

531
00:23:35,400 --> 00:23:36,833
them with their 
science skills,

532
00:23:36,933 --> 00:23:39,066
right now we can interview 
parents and they do say

533
00:23:39,166 --> 00:23:42,366
that kids never forget this 
experience and that a lot

534
00:23:42,466 --> 00:23:44,866
of them want to go on 
to become careers that

535
00:23:44,966 --> 00:23:46,133
they've never even 
thought of before."

536
00:23:46,233 --> 00:23:50,900
Angee: "I think why the 
other students and I enjoy

537
00:23:51,000 --> 00:23:54,133
school in the park is 
because we get to go

538
00:23:54,233 --> 00:23:58,800
outside, we get to learn 
different topics instead of

539
00:23:58,900 --> 00:24:01,600
Math and English and

540
00:24:01,700 --> 00:24:02,666
Social Studies."

541
00:24:02,766 --> 00:24:04,633
Jennifer: "It provides a 
much richer experience

542
00:24:04,733 --> 00:24:06,333
for the students and 
it's a lot more fun.

543
00:24:06,433 --> 00:24:07,700
They don't realize 
they're learning,

544
00:24:07,800 --> 00:24:11,133
to them they're just 
checking out the dinosaurs."

545
00:24:11,233 --> 00:24:13,133
Jim: These students come 
from households where at least

546
00:24:13,233 --> 00:24:16,366
seven non-English languages 
are spoken.

547
00:24:16,466 --> 00:24:18,733
Educators say School in 
the Park is where

548
00:24:18,833 --> 00:24:21,900
this vast array of different 
backgrounds and cultures

549
00:24:22,000 --> 00:24:24,566
come together in an 
exciting and shared learning

550
00:24:24,666 --> 00:24:27,933
experience one that 
even extends to parents,

551
00:24:28,033 --> 00:24:30,133
who also can visit 
these museums for free.

552
00:24:30,233 --> 00:24:32,166
Debbie: "I would say that 
every philanthropist should

553
00:24:32,266 --> 00:24:35,566
invest in education, 
especially this blend of

554
00:24:35,666 --> 00:24:37,300
formal and 
informal education.

555
00:24:37,400 --> 00:24:40,433
It's a great experience 
for our kids and it's really

556
00:24:40,533 --> 00:24:42,666
sorely needed in 
education right now."

557
00:24:42,766 --> 00:24:45,500
Colleen: "I think every 
student in an inner city

558
00:24:45,600 --> 00:24:47,466
environment needs 
this experience.

559
00:24:47,566 --> 00:24:50,266
And it needs to be 
more than just a day.

560
00:24:50,366 --> 00:24:52,000
This is 40 days a year.

561
00:24:52,100 --> 00:24:55,733
So it's an amazing 
opportunity for them

562
00:24:55,833 --> 00:24:57,866
and for the future."

563
00:24:57,966 --> 00:24:59,966
"Yes, we got it!"

564
00:25:00,066 --> 00:25:01,066
♪♪♪

565
00:25:01,166 --> 00:25:03,600
Jim: That's going 
to do it for this edition of

566
00:25:03,700 --> 00:25:05,700
Inside California Education.

567
00:25:05,800 --> 00:25:07,833
If you'd like more 
information about the program,

568
00:25:07,933 --> 00:25:11,633
just log on to our 
website insidecaled.org.

569
00:25:11,733 --> 00:25:13,366
We have video from 
all of our shows,

570
00:25:13,466 --> 00:25:16,733
and you can connect with 
us on social media as well.

571
00:25:16,833 --> 00:25:17,966
Thanks for joining us.

572
00:25:18,066 --> 00:25:22,900
We'll see you next time on 
Inside California Education.

573
00:25:23,000 --> 00:25:49,133
♪♪♪

574
00:25:49,233 --> 00:25:51,100
Funding for Inside 
California Education

575
00:25:51,200 --> 00:25:52,666
is made possible by:

576
00:25:52,766 --> 00:25:55,666
Since 1985, the California 
Lottery has raised more than

577
00:25:55,766 --> 00:25:58,166
$30 billion for our public 
schools.

578
00:25:58,266 --> 00:26:00,733
It's a modest amount after 
dividing it up to California's

579
00:26:00,833 --> 00:26:03,300
11-hundred public school 
districts from kindergarten

580
00:26:03,400 --> 00:26:05,333
through high school, 
as well as community colleges,

581
00:26:05,433 --> 00:26:07,400
UC and CSU campuses.

582
00:26:07,500 --> 00:26:09,500
Still, these funds help 
attract quality teachers,

583
00:26:09,600 --> 00:26:10,800
provide classroom equipment,

584
00:26:10,900 --> 00:26:13,033
and keep art and music 
programs alive.

585
00:26:13,133 --> 00:26:15,300
With caring teachers, 
committed administrators,

586
00:26:15,400 --> 00:26:17,800
and active parents, every 
public school student

587
00:26:17,900 --> 00:26:19,633
can realize their dreams.

588
00:26:19,733 --> 00:26:22,900
The California Lottery: 
Imagine the Possibilities.

589
00:26:23,000 --> 00:26:26,000
The Stuart Foundation: 
Improving life outcomes for

590
00:26:26,100 --> 00:26:29,733
young people through 
education

591
00:26:29,833 --> 00:26:32,466
Additional funding for 
Inside California Education

592
00:26:32,566 --> 00:26:34,700
is made possible by these 
organizations

593
00:26:34,800 --> 00:26:36,566
supporting public 
education:

594
00:26:42,533 --> 00:26:45,033
♪♪♪