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Op-Ed: OUSD’s Superintendent Resignation Creates Opportunity for School Board Leadership

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By the Oakland Justice Coalition

 

The mid-year resignation of OUSD Superintendent Antwan Wilson brings an opportunity for the Board of Education and the community to create a different and better vision for Oakland’s schools and then hire a new superintendent to work with stakeholders to implement that vision. Agreement on how to improve Oakland’s schools has been sorely missing since the state-imposed trusteeship in 2003.The development of a successful strategy requires the board to candidly acknowledge the problems facing Oakland’s schools. In the 2016 state tests, only 30 percent of Oakland’s students met or exceeded state standards for proficiency in English, and only 25 percent met the standards in mathematics.

 

The statewide averages were 49 percent in English and 37 percent in Mathematics and are rising more rapidly than Oakland’s scores.

 

High school graduation rates are increasing throughout California. Among California students who began high school in 2011-12, 82.3 percent graduated with their class in 2015.

 

For Hispanic/Latino students, the figure was 78.5 percent; for African Americans it was 70.8 percent. Unfortunately, the corresponding percentages for Oakland students are much lower: 63.4 percent overall; 55.9 percent for Hispanics/Latinos; and 60.7 for African Americans.

 

The reasons for Oakland’s failures are complex, and test scores are not the only measure of school quality. Any plan to raise student achievement should begin by implementing proven strategies for creating successful schools:

 

(1) Appoint principals who are educational leaders, “head teachers” who focus on teacher performance as mentors and models – not as disciplinarians, fund-raisers or cheerleaders. A principal needs at least two or three years to have a constructive impact on school performance.

 

(2) Develop strong faculties of teachers who remain at school sites for multiple years, work together at and across grade levels, and create site specific plans for staff development. District resources must be focused on improving teacher compensation, reducing class sizes, and providing incentives for teachers to remain in high needs schools.

 

(3) Welcome and involve parents and students as leaders of their school communities.

 

(4) Provide a diverse and challenging curriculum that develops critical thinking skills, is culturally compatible with the student body, and includes arts programming and classroom offerings beyond just the basics.

 

(5) Implement site-specific programs that address students’ life circumstances and social needs, including violence prevention, economic literacy, nutrition programs, mentoring, and counseling.

 

(6) Site-based decision making on how to meet student growth targets, including creating school specialties – science and technology, African American studies, or performing arts, for example – and faculty and staff training.

 

(7) Quality pre-school programs for all three and four-year-olds.

 

(8) Collaboration with City and County government to increase resources and support for children and families.

 

(9) A lean central office budget focused on providing support to school sites, including a Human Resources department that facilitates and expedites teacher hiring.

 

(10) Strong oversight of charter schools.

 

We call upon the board to establish an advisory committee representing all stakeholders – parents, teachers and other school employees, students, and community members – to assist it in choosing a new superintendent.

 

The advisory committee should evaluate the current status of the district’s improvement efforts, suggest criteria for the new superintendent, and participate in interviews of the finalists for the position.

 

Our new superintendent must promise to serve for his or her entire contract and accept financial disincentives for failing to do so.

 

It is the board’s responsibility to hire a new superintendent with the personal qualities necessary for success in Oakland, including humility, a commitment to social justice and a determination to see every child succeed, a focus on diversity at all levels of the district, particularly at schools sites, and a commitment to collaborating with all education stake holders.

 

Bay Area

How Is AI Affecting California? The State Wants You to Share Your Story

The program marks the first time the state has opened the platform to all Californians. State officials said the effort is designed to give residents a direct role in discussions about how AI should be regulated and used as the technology rapidly expands across industries.

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By Bo Tefu, California Black Media  

Gov. Gavin Newsom announced May 7 that California is expanding its Engaged California digital democracy initiative statewide, inviting residents to help shape future state policies on artificial intelligence (AI) and its impact on jobs and the economy.

The program marks the first time the state has opened the platform to all Californians. State officials said the effort is designed to give residents a direct role in discussions about how AI should be regulated and used as the technology rapidly expands across industries.

“We’ve got to be clear-eyed about this moment: AI is moving fast, bringing enormous opportunity, but also real risks,” Newsom said in a statement. “Californians deserve a seat at the table as we shape what’s to come.”

The initiative will roll out in two phases. Beginning immediately, Californians can sign up online to share how AI is affecting their work and communities and provide ideas for possible government action. Later this summer, a smaller group reflecting the state’s workforce demographics will participate in live discussions focused on developing policy recommendations.

State officials said the goal is to identify areas of agreement among Californians and provide policymakers with public feedback as the state develops future AI regulations and workforce strategies.

Engaged California is modeled after digital democracy programs used in Taiwan and is intended to encourage structured public discussion rather than social media-style debate. Officials described the effort as a form of “deliberative democracy” aimed at helping residents engage directly in state decision-making.

“The more Californians are engaged in the democratic process, the better able we’ll be to confront the challenges we face together,” said Nick Maduros, California Secretary of Government Operations, in a statement.

The statewide launch builds on two earlier pilot programs. One pilot gathered public input following the Los Angeles firestorms to help guide recovery efforts, while another collected ideas from state employees about improving government operations.

California has positioned itself as a national leader in AI policy and development. Since 2023, the Newsom administration has introduced initiatives focused on responsible AI use in government, cybersecurity protections, workforce training and regulations targeting risks such as deepfakes and AI-generated robocalls.

The state has also partnered with companies in Silicon Valley — including NVIDIA, Google, Adobe, IBM and Microsoft — to expand AI education and workforce training programs across California schools and universities.

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Advice

Book Review: Books for College-Bound Students

The kind of workday your Grandpa had is probably over, and you can’t count on toiling at the same place for 40 years for a pension and a gold watch. You already know that, and these books will help you decide your next step. You’ll learn what kind of worker you are, what’s stopping you from finding a job or occupation you’ll love, how to determine the purpose you envision for your future, and how to get where you need to be.

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Book covers. Photo courtesy of Terri Schlichenmeyer.
Book covers. Photo courtesy of Terri Schlichenmeyer.

By Terri Schlichenmeyer

Authors: Various, Copyright: c.2026, Publishers: Various, SRP: $21.00 – $29.00, Page Counts: Various

The videos and news reports were inspiring.

In them, a hesitant prospective college student became a happy, new college-bound student with the click of a key. They were accepted into the college of their dreams – so how can you get the same feeling next spring, when you’re the one with the highest of hopes?

You can start by reading these great books and sharing them with your family…

You probably already know that getting into the college of your choice is not something you do last-minute. In “The People’s Guide to College Applications: A Week-by-Week Approach to Writing, Connecting, and Getting in” (Prometheus Books, $ 21.95), Jill Constantino takes you through each step, but not in a frantic way. There’s no pressure here, just easy-to-grasp, makes-sense methods to apply for the college you want. There are reminders here, things you can’t forget and things you can, hints on asking for referrals and writing essays, and plenty of reminders to take a deep breath. Bonus: it’s also a book for parents, who may feel just as much pressure as their child does.

Okay, but let’s say that you’re an adult, a parent who’s sweating those college applications, classes, and the FAFSA for yourself, ugh!  Then you’ll want to read “Student Parent: The Fight for Families, the Cost of Poverty, and the Power of College” by Nicole Lynn Lewis (Beacon Press, $26.97). an urgent call meant for nontraditional students who are also Black, Latinx, gay, Moms, or Dads.

Inside this book, you’ll find stats and stories that may already sound familiar, tales of not enough money, not enough support, not enough arms or sleep or resources. If you’re looking for a book of advice, this isn’t it, though. It’s more of a resource that you’ll want to take to your guidance counselor or any local politician.

Alright, but what if you’ve decided that college can wait? Is that okay? Look for “The Mission Generation: Reclaim Your Purpose, Rewrite Success, Rebuild Our Future” by Arun Gupta and Thomas J. Fewer (Wiley, $29.00) because – guess what? – you have many options for your future.

The kind of workday your Grandpa had is probably over, and you can’t count on toiling at the same place for 40 years for a pension and a gold watch. You already know that, and this book will help you decide your next step. You’ll learn what kind of worker you are, what’s stopping you from finding a job or occupation you’ll love, how to determine the purpose you envision for your future, and how to get where you need to be. This book isn’t just for high schoolers, but for anyone ages 16 and beyond who’s feeling restless, ready for change, or who’s thinking about some kind of purposeful retirement.

And if these aren’t the college-based or not-college-bound books you need, then be sure to ask your favorite bookseller or librarian for help on ideas, how-to’s, test prep books, or study guides. They’ll have books for you, and maybe a little inspiration, too.

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Arts and Culture

Against All Odds: Mary Jackson’s Journey to NASA Engineer

Jackson’s life took a significant turn when she was offered the opportunity to work in a wind tunnel, a facility used to test the effects of air moving over aircraft structures. It was here that her passion for engineering truly took flight. However, there was a challenge: to become an engineer, she needed to take advanced courses that were only offered at a segregated high school.

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Mary Jackson. Public domain.
Mary Jackson. Public domain.

By Tamara Shiloh  

When we talk about breaking barriers in science, technology, engineering, and mathematics, the name Mary Jackson deserves a place at the top of the list.

Jackson was born in 1921 in Hampton, Virginia, a place that would later become central to her groundbreaking work. From an early age, she showed a strong aptitude for math and science—subjects that, at the time, were not widely encouraged for African American women. But Jackson was not one to be limited by expectations. She earned degrees in mathematics and physical science from Hampton Institute (now Hampton University), setting the foundation for a career that would change history.

Before joining NASA, Jackson worked as a teacher and later as a research mathematician at the National Advisory Committee for Aeronautics (NACA), the agency that eventually became NASA. Like many African American women of her time, she began her career as a “human computer,” performing complex calculations by hand. It was in this environment that she worked alongside brilliant minds like Katherine Johnson, forming part of a powerful group of African American women whose calculations helped launch America into space.

Jackson’s life took a significant turn when she was offered the opportunity to work in a wind tunnel, a facility used to test the effects of air moving over aircraft structures. It was here that her passion for engineering truly took flight. However, there was a challenge: to become an engineer, she needed to take advanced courses that were only offered at a segregated high school.

Jackson did something truly remarkable. She petitioned the city of Hampton for permission to attend those classes. She didn’t accept “no” as an answer. And she won.

In 1958, Jackson became NASA’s first African American female engineer.

But Jackson’s impact didn’t stop there.

Later in her career, she chose to step away from her engineering position—not because she couldn’t continue, but because she wanted to make a difference. She moved into roles focused on equal opportunity, working to ensure that women and minorities had access to the same opportunities she fought so hard to get.

Jackson’s story gained wider recognition through the book and film Hidden Figures, which highlighted the contributions of African American women at NASA. But long before the spotlight found her, Jackson was doing the work—quietly, persistently, and brilliantly.

Jackson retired from Langley in 1985. Among her many honors were an Apollo Group Achievement Award and being named Langley’s Volunteer of the Year in 1976. She served as the chair of one of the center’s annual United Way campaigns and a member of the National Technical Association (the oldest African American technical organization in the United States).

She and her husband Levi had an open-door policy for young Langley recruits trying to gain their footing in a new town and a new career. A 1976 Langley Researcher profile might have done the best job capturing Mary’s spirit and character, calling her a “gentlelady, wife and mother, humanitarian and scientist.”

For Jackson, science and service went hand in hand.

She died on Feb. 11, 2005, at age 83, at a convalescent home in Hampton, Virginia.

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