Here are some additional suggestions to help parents identify the many factors that make up a school:

Standards. In a Standards-Based District, what are the expectations for the teachers, students, parents, and district? How will I know what they are? How will I know if my student is meeting the standards? What are the safety nets for students and parents?

Teachers. Are teachers dedicated and involved? Are they trained? Can they determine each student’s needs and meet those needs? If they can’t meet a student's needs, do they recommend other resources?

Creativity. Some schools are so wrapped up in test scores that lesson plans are designed primarily to produce students who are good test-takers. This approach may not encourage students to be interested in acquiring knowledge and to take responsibility for their assignments and for how much they achieve. It also leaves little time for art, music, hands-on science and creative projects that encourage students to be lifelong learners. How much weight do non-test subjects receive? Can the principal or teachers give you examples of creative, hands-on learning experiences assigned for students? Can you see examples of student projects and observe how students interact on campus across the different ethnic groups.

Graduation/College Entry Requirements. What are the graduation requirements? What are the A-F requirements? Is the work in your student’s classes too easy or too hard? Do students feel bored or pushed? Are projects and other assignments structured to encourage students to explore an area of knowledge on their own? Are students taught how to find additional information on their own? Do students understand how a course and its subject matter may relate to their adult lives?

Facilities. Is the school clean? Are students, teachers and parents concerned about the appearance of the school? Are rooms well-lit? Are the classrooms inviting? Are materials easy to locate? Is student work exhibited?

Diversity. Do students have the opportunity to learn about other cultures and make friends with students of diverse backgrounds. Are there student clubs to accommodate the many social needs of the diverse student population? What strategies does the school use to teach English and to integrate English learners into the general student body?

Morale. Is there a positive school culture in the school? Are teachers and parents working together to communicate on a regular basis? Are there efforts to include all parents and community in school activities?

Parental Involvement. Do all parents invest time and energy in the school? Does the school seek out parent participation and welcome parents’ ideas? Does the school work hard to maintain open communications with parents of all ethnic backgrounds? How? Ask to see samples of letters, newsletters or flyers that have been sent to parents recently.

Happiness. Does your student talk to you about the quality of teachers, curriculum and assignments in the school? Does your student talk about how this school is helping him/her to know or do things that he/she could not do before? Does your student make friends with other students in the school, and are these students involved in the school’s academic and athletic programs/clubs/student leadership? Are parents asked how they feel about the school?

Special Programs. What special programs are available in the school? Are there special programs for students with special needs and interests? What resources are available for students who may be mathematically gifted, artistic, mechanically, interested in computers or exceptionally creative? Are these programs available to all students? Do teachers encourage students to look into and enter these programs? Does the school have a attendance policy? How will parents and students know about attendance expectations?

Teaching Methodology. Is there a balance between lecturing and hands-on experiments? Guided research projects? Group projects? Student presentations? Are students engaged and interested in their classes? How do teachers foster student participation in class?

Homework. Do all of my son/daughter teachers expect homework to be done and completed every night? Is the homework meaningful? Does it reinforce what your student is being taught in the classroom? Does it encourage your student to take what he/she has learned and explore that knowledge more fully? Does it foster independence in the student? What is the divide between repetitive, reinforcement-type homework and creative, mind-stretching assignments? How much writing is your student required to do? How often does your student receive feedback on the quality of his/her writing? Is homework corrected and returned? Is your student encouraged to learn from his/her mistakes?

Support Services. How does the school identify children who need additional academic support? When a student is failing a course, how quickly are the parents notified? Are additional resources identified which might help a failing student succeed? Do volunteers, teachers or students provide tutoring? Do teachers follow up with students who are being tutored?

Technology. How many computers does your student's school have for students? Specifically, how do students use computers in particular classes? Does the school have access to the internet? How are children encouraged to use the internet? How are students who use the internet monitored? Do teachers know how to use technology to deepen and widen students’ knowledge of subject matter?

Consistency. Are all students expected to learn? Are there clear behavioral standards that are consistent from year to year? Who should I call if my son/daughter is suspended? Are these standards consistently applied by all teachers in all classes? Is grading consistent?

Improvement. Is the school identifing areas that need improvement and making progress each year? Is turnover of staff having a negative impact on student achievement and school climate?

Sources of Information:

School Report Cards. California requires schools to maintain SARCs – School Accountability Report Cards. Request a copy to see the one for the school or visit the district web site: SARC .

Performance Based Measures and Profiles: Does your student's school maintain student portfolios – examples of a student’s writing, grades, teacher comments and other work? Can you see sample portfolios from students in each grade? Are these samples of a quality to prepare students for adult life? Will your child’s portfolio be considered in assessing his/her performance?

Mission Statement. California schools have mission statements. Ask to see the one for your school and use it to ask questions about the school. What specific programs are in place to see that the school’s mission is fulfilled? How does this statement apply to the classes that your student is taking? Do all of your student's teachers know about the mission statement? How?

Visit Schools. To evaluate a school’s climate and appearance, its responsiveness to parents and teacher student's interactions, you must spend time in the school. Arrange to visit the classes, talk to teachers and parents and meet with the principal. Consider volunteering in the school for a day or two each week to assist the school.

If you have concerns about the answers to any of these questions, ask yourself, "What can parents do to change this situation?" How can parents encourage the community to make its school a better place for learning? It’s your school – make it a good one!