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Students and Board Members Weigh-in on School Changes

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Student and teacher speakers at Wednesday night’s board meeting raised their concerns about the school redesign process that the district administration has initiated at five Oakland schools.

In interviews with the Oakland Post, school board members also discussed the process that is now getting under way.

Speaking at the meeting Edgar, a Fremont High senior, said, “Fremont is a great school and has a lot of diversity. We are not failing. We are constantly improving.”

He continued: “You need to involve yourself in our community. How can you help us if you don’t involve yourselves in our struggles? We need more books, better facilities and more resources.”

Another Fremont student said, “You guys aren’t scientists, so don’t try to experiment on us. This is not a business – this an education. It’s a necessity.”

So far, this process “was sneaky and not transparent,” said a Fremont instructor. “Our parents and students know what they need. How about giving us more counselors – we only have one.”

“We need (more) quality teachers. We need restorative justice,” the instructor said. We know what we need. Why don’t you put some money behind it?”

Fremont senior Rosa Contreras said, “I do not believe Fremont should be labeled a failing school. You don’t even know us. I want to see the money (promised two years ago) start going to our school now – not later – now.

A student from Castlemont said. “We have not had a steady principal for three years. We don’t know what to trust anymore.”

Another speaker was Mike Hutchinson, who said the district could regain public confidence if the board simply deletes charter school from the redesign process. “The board could remove any language about giving the schools to charters from the policy.” Board members listen to community speakers at the school board meeting Wednesday evening. L to R: Nina Senn (District 4), Shanthi Gonzales (District 6), Aimee Eng (District 2) and Roseann Torres (District 5). Photo by Ken Epstein.

District 5 Boardmember Roseann Torres said that she was deeply impressed with the leadership exhibited by the students at Fremont High at the community meeting she attended last week and urged the district support the students.

She said that the unity between Latino and African Americans students was wonderful to see, that the racial divisions exist in Oakland are more about the attitudes of adults and based on the past.

In addition, Torres said she does not want to hear any more reports of administrators taking students outside and trying to intimidate them into not speaking their minds at these community meetings.

“I think this (process) is a bit rushed, and it’s a big shock” coming so soon after the school bond Measure N passed in November, she said in an interview with the Post.

“It is somewhat disrespectful (to tell students) you don’t know what’s good for you,” she said. “These kids (at Fremont) know that Oakland Technical High has a lot more money” – for resources such as sports uniforms and after school activities, “But they have nothing, and these are both public schools.”

Board President James Harris, who represents District 7, said the community needs to give the redesign process time to mature, and “You will see what will emerge.”

“This is based on the community. This is not about a top-down decision telling the community what’s best for them,” Harris said.

The district administration is “acknowledging the needs of each school site,” he said. “What’s good for one site” is not necessarily good for another one.

“I’m not going to vote for what the community doesn’t want,” Harris said, pointing that some charters work because they have grassroots buy-in. “There are charters that work and charters that don’t,” he said.

Shanthi Gonzales, who represents District 6, said she is looking forward to the seeing administrative regulations that will govern this process.

“Those are the details about how this process will be carried out, and what I’m especially interested in is transparency. I feel strongly that there should be community representation on the Academic Review Panel that recommends proposals to the board, so that the public is part of the deliberation and sees how these decisions will be made,” she said.

“These schools belong to all of us, and we need to assert our rights to participate in the decisions that are being made about them. That is why I will be looking hard at how we are including the public in every aspect of the process. Not just, can they participate at their schools – which they should – but also in reviewing the proposals and making recommendations to the board.”

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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Amsterdam News

School District Extends Supt. Dr. Denise Saddler’s Contract for a Second Year

The Oakland Board of Education has extended Superintendent Denise Saddler’s contract through June 2027, promoting her from interim to permanent superintendent with a salary of $367,765.45 per year.

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Supt. Dr. Denise Saddler. File photo.
Supt. Dr. Denise Saddler. File photo.

By Post Staff

The Oakland Board of Education voted this week to extend Superintendent Denise Saddler’s contract for another year, from July 1, 2026, to June 30, 2027.

Under the new agreement, Saddler’s job title will become “superintendent”; she will no longer be called “interim.”

Along with the new title, she will receive full superintendent benefits and salary at $367,765.45 per year, according to the employment agreement.

The vote to approve the new contract passed 5-2 at Wednesday night’s board meeting.

Saddler’s original interim contract was for one year. The school board was planning to select a permanent superintendent by the fall but earlier this year decided to delay the search.

The new contract reflects the Board of Education’s “determination that continuity in executive leadership is in the best interests of the district as Oakland Unified continues implementation of its fiscal stabilization strategies, academic priorities, labor relations initiatives, and operational improvements,” the employment agreement reads.

In November, the board approved a $150,000 contract with a consulting firm to carry out that search, but Board President Jennifer Brouhard told KQED last month that the process never got off the ground.

“No work was done, no money has been paid for the work (to) the search firm for the superintendent search,” Brouhard said. “Hopefully, we’ll be resuming that in the early part of the fall.”

Dr. Saddler was born and raised in Oakland, attended local schools, and has dedicated more than 45 years of her career to serving Oakland students and families.

She began her career in 1979 as a teacher of students with disabilities. Over the years, she has served as a teacher, principal, district leader, and teachers’ union president.

While working in OUSD, she has served as principal at Chabot Elementary, area auperintendent, and executive leader for Community Engagement and Educational Transitions. She has also supported schools as a principal coach and substitute principal and taught at UC Berkeley’s Graduate School of Education.

Dr. Saddler holds a Doctorate in Educational Leadership from Mills College and master’s degrees in special education and in Staff Development and Administration.

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Arts and Culture

Book Review: Books on Black History and Black Life for Kids

For the youngest reader, “As You Are: A Hope for Black Sons” by Kimberly A. Gordon Biddle, illustrated by David Wilkerson (Magination Press, $18.99) is a book for young Black boys and for their mothers. It’s a hope inside a prayer that the world treats a child gently, and it could make a great baby shower gift.

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Photo of Black History Month book covers by Terri Schlichenmeyer.
Photo of Black History Month book covers by Terri Schlichenmeyer.

By Terri Schlichenmeyer

Authors: Various, Copyright: c. 2025, 2026, Publishers: Various, SRPs: $17.99-$18.99, Page Counts: Various, 

Everybody in your family has stories to share.

Your parents have told you some, no doubt. Your grandparents have offered a few, too, and aunties and uncles have spun some good tales. But there’s so much more to know, so grab one of these great books and learn about Black History and Black life.

For the youngest reader, “As You Are: A Hope for Black Sons” by Kimberly A. Gordon Biddle, illustrated by David Wilkerson (Magination Press, $18.99) is a book for young Black boys and for their mothers. It’s a hope inside a prayer that the world treats a child gently, and it could make a great baby shower gift.

If someone said you couldn’t do something that you were clearly able to do, would you fight to do it anyhow?  In the new book, “Remember Her Name! Debbie Allen’s Rise to Fame” by Tami Charles, illustrated by Meredith Lucius (Charlesbridge, $17.99), a young girl in the Jim Crow South is told that she can’t dance because of the color of her skin.

She didn’t listen, though, and neither did her mother, who took her daughter to Mexico, where the girl soared! This is an inspiration for any 5-to-7-year-old; be sure to check out the back-of-the-book information, if you’re an adult fan.

Do you often hear your elders say things that sound like lessons?  They might be, so “Where There is Love: A Story of African Proverbs” by Shauntay Grant, illustrated by Leticia Moreno (Penguin Workshop, $18.99) is a book you’ll like. It’s a quick-to-read collection of short proverbs that you can say every day. Kids ages 4-to-6 will easily remember what they find in this book; again, look in the back for more information.

Surely, you love your neighborhood, which is why the tale inside “Main Street: A Community Story about Redlining” by Britt Hawthorne and Tiffany Jewell, illustrated by David Wilkerson (Penguin Kokila, $18.99) is a book for you.

Olivia’s neighborhood is having a block party, but she’s sad when no one shows up. That’s when she learns that “the government” is discriminating against the people and businesses near where she lives. So, what can she and her neighbors do? The answer might inspire 6-to-8-year-old kids to stand up to wrongs they see, and to help make their neighborhoods stronger and safer.

And finally, if a kid wants a book, where can they go to find it? In “I’m So Happy You’re Here: A Celebration of Library Joy” by Mychal Threets, illustrated by Lorraine Nam (Random House, $18.99) is a good introduction to the best of what a library has to offer. The freedom to walk into a library and borrow a book is the theme here, as is the sheer happiness of being welcomed, no matter who you are.  This is an easy book for kids as young as two and as old as five to enjoy.

On that note, if you want more, head to that library, or a nearby bookstore. They’ll be glad to see you. They’ve got stories to share.

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