Union High School Research Articles

One good thing, one day at a time: A conversation with Rebecka Peterson

The 2023 National Teacher of the Year Rebecka Peterson is a high school math teacher in Tulsa, Oklahoma. Union High School serves more than 3,000 students, 72% of whom qualify for free and reduced-price lunch, and 62 languages are represented. Peterson, an immigrant to the U.S. whose parents were medical missionaries, builds trust in her classroom through stories—her stories and those of her students. During her first year of teaching, she discovered the “One Good Thing” blog founded by math teachers. It encouraged teachers to post their own stories of good things that happened during the day. The practice of scanning her day for one good thing that had occurred changed her mindset, allowing her to see more good things and finally persuading her to be the “one good thing” for her students each day.

“In the Shadow of the Happiest Place on Earth”: Schools as Community Institutions in Anaheim

It has been my great good fortune in this life to work, in different ways and at different times, with two extraordinary educators. I have known Pedro Noguera, now Dean of the Rossier School of Education at USC, for upwards of 30 years, since he was my undergraduate professor at UC Berkeley. I have known Michael Matsuda, Superintendent of the Anaheim Union High School District (AUHSD), since we initiatied a robust partnership for leadership preparation between our two institutions in 2018. In Hebrew, a shadchan is a matchmaker. When I read the call for this special issue of VUE, with its focus on schools as community institutions, I thought of them both. My role was mainly that of shadchan; I proposed the Conversations in Urban Educationersation to the two of them, and edited the published version into something comprehensible for a reader outside of the California context. Dean Noguera and Superintendent Matsuda had met before; on December 16, 2021, Noguera interviewed Matsuda via Zoom, and the district produced a transcript. That interview, edited for comprehension as well as flow, is provided below. Matsuda has served as the superintendent of AUHSD for eight years. It is a large, urban school district located in Orange County, not far from Disneyland. AUHSD is a majority minority school district that covers five cities, including Anaheim. The district enrolls over 29,000 students, and about 45 different languages are spoken by the families it serves. It is a gateway community that serves large numbers of refugee immigrants. Demographically, the district is predominantly Latin-X, (65%), with another 20% of its students from Asian and Pacific Islander backgrounds. The overwhelming majority of students are from low-income households, with a substantial number (approximately 4,000) who lack stable housing.

Judge dismisses lawsuit

Case name: Isabella A., et al. v. Arrowhead Union High School District, et al., No. 18‐CV‐673 (E.D. Wis. 07/16/18).

Judge dismisses suit

Case name: Isabella A., et al. v. Arrowhead Union High School District, et al., No. 18‐CV‐673 (E.D. Wis. 07/16/18).

Sijo: Building the Base, Spreading the Word and the Practice

Sijo:Building the Base, Spreading the Word and the Practice David R. McCann (bio) I have become quite deeply interested in the sijo form. I started writing sijo in English some years ago, following the practice of my course on Writing Asian Poetry. A creative writing class, we follow models of Classical Chinese poetry, Japanese haiku, and then the Korean sijo. The sijo just started happening for me in English, and a collection of them, Urban Temple, was published by Bo-Leaf Books in 2010, followed by a dual-language, Korean and English edition from Changbi Publishers in 2012. The three essays that follow show ways in which the sijo form and practice have been brought outside of Korea and Korean-language practice into the English-language environment of schools and colleges in the United States. Lucy Park's essay on the Sejong Cultural Society's annual sijo contest describes the Society's ten-year effort to promote awareness and interest in Korea and its culture through the annual sijo writing contest. The most recent news from Chicago, though, is the amazing story of the hip-hop group Elephant Rebellion and how they have brought the sijo into their repertoire. Ivanna Yi presents a firsthand account of the sheer joy students experience at their encounter with sijo as poetry to be sung as they not only listen to actual performance of the sijo but also try it themselves, in their own voices. Elizabeth Jorgensen's essay provides a dynamic account of how the Sejong Cultural [End Page 93] Society's sijo programs and the annual contest reached her creative writing class at the Arrowhead Union High School in Wisconsin. It is a remarkably vivid account of how, in fact, the sijo lives on in the realms of English-language poetry. [End Page 94] David R. McCann David R. McCann taught Korean literature at Harvard University until his retirement in 2014. He particularly enjoyed teaching Writing Asian Poetry, his creative writing class that explored the Classical Chinese, Japanese haiku, and Korean sijo forms for English-language poetry. His more recent books include Urban Temple, a collection of his English-language sijo poems from Bo-Leaf Press in 2010, published in a dual-language Korean and English edition by Changbi Publishers in Seoul in 2012; Slipping Away, a Korean p'ansori-style narrative poem from Finishing Line Press, a chapbook published in 2013; and Same Bird, new and selected poems from Moon Pie Press in 2016. One of his haiku poems published in Acorn haiku journal received the Haiku Foundation Touchstone Award in 2014 and is included in Haiku 2015, from Modern Haiku Press. He has been translating a collection of modern Korean Buddhist poems in a project sponsored by the Jogye Order of Korean Buddhism. Copyright © 2017 President and Fellows of Harvard College

Facilitating Diversity in Public Schools

Negotiation JournalVolume 31, Issue 4 p. 451-452 Facilitating and Training in the Community Facilitating Diversity in Public Schools Bonnie Prouty Castrey, Bonnie Prouty CastreyBonnie Prouty Castrey is an arbitrator, mediator, and trainer with decades of experience in collective bargaining, negotiation, conflict management, and dispute resolution. She chairs the Huntington Beach (California) Union High School District Board and is the president of the Labor and Employment Relations Association for 2015–16. Her e-mail address is bcastrey@earthlink.net.Search for more papers by this author Bonnie Prouty Castrey, Bonnie Prouty CastreyBonnie Prouty Castrey is an arbitrator, mediator, and trainer with decades of experience in collective bargaining, negotiation, conflict management, and dispute resolution. She chairs the Huntington Beach (California) Union High School District Board and is the president of the Labor and Employment Relations Association for 2015–16. Her e-mail address is bcastrey@earthlink.net.Search for more papers by this author First published: 23 October 2015 https://doi.org/10.1111/nejo.12126Citations: 1 Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article.Citing Literature Volume31, Issue4October 2015Pages 451-452 RelatedInformation

Aztlán Arizona: Mexican American Educational Empowerment, 1968–1978 by Darius V. Echeverría (review)

Reviewed by: Aztlán Arizona: Mexican American Educational Empowerment, 1968–1978 by Darius V. Echeverría Gonzalo Guzmán Aztlán Arizona: Mexican American Educational Empowerment, 1968–1978. By Darius V. Echeverría. (Tucson: The University of Arizona Press, 2014. Pp. 179. Photographs, notes, bibliography, index.) Most works on the Chicana/o Movement of the 1960s and 1970s have focused on regional studies of the California and Texas experience. In Aztlán Arizona, Darius Echeverría expands the current literature by examining the educational experience of Mexican Americans in Arizona. Although the author is most concerned with the “Arizonan-Mexican” experience in public schools, Echeverría presents a larger educational profile that “provides an overview of how educational obstacles affected Mexican Americans in their pursuit of equal membership in the U.S. polity” (5). Echeverría situates his analysis in the current controversy surrounding the ban on ethnic studies in Arizona with the passage of House Bill (HB) 2281 in 2010. The discussion of HB 2281 serves to “historicize the present” and discuss Arizonan-Mexican educational activism as a long and continuous struggle. Grounding his work in current curriculum wars, the author divides his book into two major sections. The first section describes the creation of a public educational system in Arizona that deliberately marginalized the local Mexican American population. As described in chapter 1, in the first half of the twentieth century, Mexican Americans experienced a Jim Crow-like environment in Arizona public schools that defined them as second-class citizens. However, Arizonan-Mexicans were not idle during this period, and their demands for educational access and justice included two legal victories in Romo v. Laird (1925) and González v. Sheely (1951). Unfortunately, the victories resulted in only limited change, as chapter 2 captures. By the onset of the Arizona Chicana/o Movement, Mexican Americans were still lacking representation in every sector of the Arizona public education system. The second section of the book encompasses the Arizonan-Mexican community’s response to educational exclusion from 1968–78. In chapters 3–5, Echeverría focuses on the Chicana/o Movement at Tucson High [End Page 442] School, Phoenix Union High School, the University of Arizona, Arizona State University, and surrounding communities. Although the author is primarily interested in the student-oriented political movements, his discussion reveals a movement that was truly multifaceted and inclusive of the entire Arizonan-Mexican community. Here the author connects Arizona to the national Mexican American Civil Rights Movement that at many times parallels the movement in Texas and California, particularly in Houston and Los Angeles. However, the author identifies a larger transformation in Mexican American activism. This included a shift from demanding more educational access in the pre-Civil Rights era to reforming the entire K–16 public schooling system to address the Arizonan-Mexican community’s needs. Echoing the HB 2281 controversy, Echeverría demonstrates that the establishment of Mexican American Studies programs was one of the greatest and long-standing achievements of the movement in Arizona. Despite the major achievements of Aztlán Arizona, it is never clear throughout the text that a distinguishable Arizonan Chicana/o movement has developed. In his introduction, the author contrasts Arizona’s student movement to the prevailing Southwest narrative, arguing, “I posit that Arizonans, notably of Mexican descent, coalesced around regional interests, especially educational concerns” (7). However, it is never apparent how regional interests in Arizona differed from those in other states. The tactics, goals, and outcomes of Arizonan-Mexican activism often mirrored similar developments throughout the Southwest, as demonstrated in the work of Ruben Donato, Juan Gómez-Quiñones, Armando Navarro, and Guadalupe San Miguel Jr. Nevertheless, Aztlán Arizona addresses an important gap in Mexican American/Chicano educational historiography. Echeverría largely succeeds in showcasing how the Mexican American community in Arizona confronted and reformed a neglectful educational system not just in the 1960s and 1970s, but also throughout the twentieth century. Ultimately, this book should be standard reading for anyone interested in the Chicana/o Movement and also in understanding how community activism and student movements in general have shaped current educational controversies. Gonzalo Guzmán University of Washington Copyright © 2014 The...

A Reflection of Biological Education in the United States

This issue concludes the NABT’s celebration of its 75th Anniversary. Since my term as ABT editor will also be over at the end of this year, this will be one of my last official opportunities to share my ideas about biology education. First I will tell you a little about myself, and then I will share some reflections on biology education past, present, and future. I was always interested in a career in teaching, and biology was my favorite subject. During my senior year in college as a pre-med biology major, I was sent a military draft notice. The draft board gave me three choices: (a) graduate, and we send you to OCS and you will go to Vietnam; (b) graduate and go to med school; when you finish you will go to Vietnam, as we need physicians badly; or (c) get certified to teach secondary science as a critical industry, and you are deferred indefinitely. The decision was a no-brainer. I began a 12-year career teaching high school biology in San Jose, California, the next year. My classroom curriculum emphasized evolution, ecology, genetics, and the human body. My students said that all I ever emphasized was sex and evolution. Well, why not? I also taught about every science except physics, and my favorite class was a six-week summer session in field ecology with lots of field trips. After teaching biology for just a few years in the late 1960s, I attended an NABT Convention in San Francisco. One of the featured sessions was a debate over evolution versus creation. Speakers on the evolution side included none other than Theodosius Dobzhansky, who made his now famous statement, “Nothing in biology makes sense except in the light of evolution.” The creation side was represented by Duane Gish from the Creation Research …

Sex Ed… and the Reds? Reconsidering the Anaheim Battle over Sex Education, 1962-1969

Two weeks before the Anaheim Union High School District (AUHSD) broke for Christmas vacation in 1968, district secretary Alice Lupiano typed a phone memo for Superintendent Paul Cook: “Abusive telephone call at 1:00 p.m., 12/9/1968.” She matter-of-factly described the caller's death threats and allegations of her own promiscuity, and, before pulling the sheet from the roller, added a final line: “I didn't lose my cool.”

Impaneling Multiple Juries in Civil Suits

This exception, as articulated in Cole v. Oroville Union High School District, 228 E3d 1092, 1098 (9th Cir. 2000), allows a court to reach an otherwise moot action when "(1) the challenged action is too short in duration to be fully litigated before cessa tion or expiration, and (2) there is a reasonable expectation that the same complain ing party will be subjected to the same action again." Judge Graber agreed that the first test was met, given the likelihood that any future BRP could again terminate before a court could reach the merits. Yet the second test was not met, for "the mere fact that a similar order from the Chief Justice might someday issue does not establish a 'reasonable expectation' that such an order will issue." Id. at 748 (emphasis in orig inal). Indeed, even though there was a strong probability that Oregon would again confront budget problems in the next biennium, it was a matter of speculation whether the state would rely on budget cuts rather than tax increases, and where any future budget cuts would be made was also speculative. Consequently, the court of appeals dismissed the action as moot.

"Let's Get in and Fight!": American Indian Political Activism in an Urban Public School System, 1973

In the fall of 1972, as Michael Hughes began his junior year at East High School in Phoenix, Arizona, he was one of only a few American Indians in the school. Of the approximately 2,500 students, only 35—or about 1.4 percent—were Indian. To most teachers, administrators, and even fellow students, he and the other Native students in this large, urban high school were virtually "invisible." One way in which this invisibility manifested itself was in the school's curriculum. "I specifically remember our high school textbook," Hughes said. It was a pretty big textbook on American history, but I think there were only about two sentences on Indians in the whole book. And one was at the very beginning, when the Pilgrims came over and they met the Indians, and then the other one was in the 1800s when the settlers were trying to settle and the Indians were being hostile to them, always fighting with the settlers.1 A deficient curriculum was, unfortunately, only one of the problems that Hughes faced. The dropout rate for Native Americans in the Phoenix Union High School System as a whole was almost 25 percent, the highest dropout rate of any ethnic group in the district.2 What would Hughes and Phoenix's urban Indian community do about these problems? Would they just accept their situation and do nothing? Would they merely let themselves "disappear," by either dropping out of school or assimilating into the mainstream? For Phoenix Indians, 1973 would turn out to be a pivotal year for answering these kinds of questions. Looking at how Phoenix Indians responded to these challenges can help add to our understanding of American Indian political activism the [End Page 607] 1960s and 1970s, a topic that has rightly received increasing attention in recent years.3 The particular Phoenix case offers us a chance to, first of all, examine a story beyond the most well-known and well-studied aspects of 1960s and 1970s Indian activism: the occupation of Alcatraz Island, the Trail of Broken Treaties, and the standoff at Wounded Knee. Secondly, the evidence available for this Phoenix story may also offer some new insights into how Native communities pursued their political goals in these decades. Through the interviews and the written materials that Indians and non-Indians of Phoenix have shared with us, we can obtain a fairly detailed appreciation for the methods Indian activists used in this specific community, in this specific year, regarding the specific issue of education. This in-depth, up-close examination is one that we can compare to the existing literature on Indian activists' methods in general, looking for reinforcements of those generalizations as well as possible modifications of them. Though this essay will analyze a single year and a single issue in the history of the Phoenix urban Indian community, its focus certainly does not mean that 1973 was the only year in which Phoenix Indians were active, nor does it mean that education was the only issue with which Phoenix Indians were grappling. The history of urban Indians in the Phoenix area begins well before 1973; in fact, Indians have interacted with and lived in the city of Phoenix ever since Euroamericans founded it in 1867. To be even more accurate, Indians—contemporary O'odham call them the "Hohokom"—created urban communities in the area many generations before Europeans arrived. In terms of the twentieth century, though, the development of an identifiable urban Indian population in Phoenix mirrored the pattern of Indian urbanization in other U.S. cities. The migration was relatively slow in the first decades of the century, but it began to accelerate during and after World War II. By 1970, approximately 8,000 Indians made their homes in the city. Most of them moved (and still move) to Phoenix for the...

The Political World of Federal Judges as Managers

review of congressional activity on education of the handicapped. 32. Doe v. Anrig, 692 F.2d 800 (1st Cir. 1982); Kruelle v. Biggs, 489 F. Supp. 169 (D. Del. 1980); Battle v. Commonwealth of Pennsylvania, 629 F.2d 269 (3rd Cir. 1980); Crawford v. Pittman, 708 F.2d 1028 (5th Cir. 1983); Tatro v. Texas, 468 U.S. (1984); Boxall v. Sequoia Union High School Dist., 464 F. Supp. 1104 (N.D. Cal. 1979). 33. Hendrick Hudson Dist. Bd. v. Rowley, 458 U.S. 176 (1982). 34. John C. Pittenger and Peter Kuriloff, Educating the Handicapped: Reforming a Radical Law, Public Interest (Winter 1982), p. 72; Congressional Quarterly Weekly Report, November 5, 1983, p. 2317. 35. This holds true even for states that refuse federal funds under the act. Department of Education has ruled that Section 504 incorporates all regulations issued under the act. 36. Levine and Wexler, op. cit.; Pittenger and Kuriloff, op. cit.; Diane Ravitch, Troubled Crusade. American Education 1945-1980 (New York: Basic Books, 1983), pp. 305-312. Martin eview of congressional activity on education of the handiShapiro uses the act as an example of a new iron triangle of agency, court, and interest group, leaving out subcommittees, in The Presidency and the Federal Courts, in Arnold J. Meltsner (ed.), Politics and the Oval Office (Institute for Contemporary Studies, 1981). 37. Issue Networks and the Executive Establishment, in Anthony King (ed.), New American Political System (Washington. D.C.: American Enterprise Institute, 1978). 38. Lester Lave and Gilbert Omenn, Cleaning the Air: Reforming the Clean Air Act (Washington, D.C.: Brookings Institution, 1981), p. 41; and Melnick, op. cit., ch. 7. 39. Richard A. Weatherley, Reforming Special Education: Policy Implementation from State Level to Street Level (Boston: MIT Press, 1972), especially pp. 124-127 and 137-140. 40. See Martin Shapiro, op. cit., and The Constitution and Economic Rights, in M. Judd Harmon (ed.) Essays on the Constitution of the United States (Port Washington, N.Y.: Kennikat Press, 1978). 41. Greater Boston Television Corp. v. FCC, 444 F.2d at 852. l a e iro tria gle of , l i t s co ittees, in l s, i r old . eltsner i (I s i te or o te porary

THE CULTURAL TRANSMISSIVE FUNCTION OF PHYSICAL EDUCATION

What is the cultural transmissive function of a high school physical education class? Research which I conducted in northeastern Utah' suggests that one function of participation in such a class (i.e., the extent to which students played basketball during the winter of 1972) was to display information about one's social identity. The participants were displaying information to members of their own community cultural group (in this case, either Anglo-Mormons or Ute Indians) that they were, in fact, members of that group, while to members of the other group they were providing displays that they were not members of that other group. In effect, the high school physical education class functioned to maintain two community cultures by providing an opportunity for Utes and Anglos alike to display to each other who they were, and who they were not. These conclusions resulted from a six-month field study in Roosevelt, Utah, during which time I observed, participated in, and investigated value orientations related to basketball in the Anglo community, the Ute community, and the high school.2 Union High School was populated predominantly by Anglo-Mormons. Ute Indians students represented approximately 20% of the total school population. These figures include the school staff which was exclusively Anglo with the exception of one Ute woman who was a liaison between the school and the Ute community. The interactional patterns in the school reflected the bicultural nature of the community, and were similar to the interactional patterns found by Kimball et al. in a southern urban environment.3 There were times and places where Ute and Anglo students met and talked (classes, clubs, etc.), but outside of those constrained situations the students and staff kept to their own cultural group. Ute students and their Anglo counterparts congregated in different places within the school. The community outside the school wa's similarly structured. There were times and places where Ute and Anglo residents came into interactive contact with one another-markets, banks, clothing stores, livestock auctions, movie houses, recreational facilities, churches, schools, and the like. But for the most part, the two communities maintained independent interactional structures: the Anglos interacted with Anglos, and the Utes interacted with Utes.

A New Model for Psychological Services in Educational Systems

Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsWalter S. LeeWalter S. Lee is a psychologist with the Tamalpais Union High School District, Larkspur, California. Condensed from Educational Technology, June, 1972, 21–24.

Five Questions and Answers about Advanced General Mathematics

A surprisingly large response to the author's article “Some Trends in Advanced General Mathematics” (1970) has indicated the need for a more detailed examination of an advanced course for low achievers in mathematics, this time emphasizing general goals, techniques, and further sources of materials. Since hard facts seem particularly lacking in this area, the expression of opinions is not out of place and can, indeed, serve as a framework for further discussion, research, and experimentation. My thanks go to Mrs. Shirley Severance of the Brattleboro Union High School in Brattleboro, Vermont, who suggested some of the questions that I shall pose and who provided the impetus for committing their answers to paper.

ESCAPE TO NOWHERE (25 minutes, color, 1968). Sponsored by the San Mateo (Calif.) Union High School District. Produced by and available from Professional Arts, Inc., P.O. Box 8484, Universal City, California 91608. Purchase price, $275; rental fee, $27.50 for three days

ESCAPE TO NOWHERE (25 minutes, color, 1968). Sponsored by the San Mateo (Calif.) Union High School District. Produced by and available from Professional Arts, Inc., P.O. Box 8484, Universal City, California 91608. Purchase price, $275; rental fee, $27.50 for three days

LSD-25 (27 minutes, color, 1968). Produced by Professional Arts, Inc., for San Mateo (Calif.) Union High School, in cooperation with the San Mateo County Medical Society, San Mateo County Sheriff's Office, LSD Rescue in San Francisco, McAuley Neuropsychiatric Institute, and the narcotics bureau of the San Francisco Police Department. Available for purchase at $275 from Professional Arts, Inc., Box 8484,

LSD-25 (27 minutes, color, 1968). Produced by Professional Arts, Inc., for San Mateo (Calif.) Union High School, in cooperation with the San Mateo County Medical Society, San Mateo County Sheriff's Office, LSD Rescue in San Francisco, McAuley Neuropsychiatric Institute, and the narcotics bureau of the San Francisco Police Department. Available for purchase at $275 from Professional Arts, Inc., Box 8484,

Self-direction and programed instruction for five different types of learning objectives

Psychology in the SchoolsVolume 1, Issue 4 p. 348-359 Article Self-direction and programed instruction for five different types of learning objectives† Vincent N. Campbell, Vincent N. Campbell American Institute for Research, Palo Alto, CaliforniaSearch for more papers by this author Vincent N. Campbell, Vincent N. Campbell American Institute for Research, Palo Alto, CaliforniaSearch for more papers by this author First published: October 1964 https://doi.org/10.1002/1520-6807(196410)1:4<348::AID-PITS2310010404>3.0.CO;2-CCitations: 10 † The research reported herein was conducted under a grant from the Office of Education, U. S. Department of Health, Education, and Welfare. The author gratefully acknowledges substantial assistance in all phases of research from L. W. Bivens, D. F. Terry, Jeannette Stephens, Madalynne Chapman, and D. C. Berliner. We are indebted to the following California school districts for providing Ss: San Mateo Union High School District, San Mateo City Elementary School District, Sequoia Union High School District, Menlo Park City School District, and Cupertino School District. AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Citing Literature Volume1, Issue4October 1964Pages 348-359 RelatedInformation

Russian in the Public and Private Schools of the USA 1959

South High School, 1101 Planz Rd., Bakersfield, Calif. Culver City Unified School Dist., 4601 Elenda St., Culver City, Calif. Acalenes High School, Lafayette, Calif. Delano Joint Union High School, Box 817, Delano, Calif. Washington Union High School, 415 S. Main St., Fremont, Calif. Fresno High School, 1839 Echo Ave., Fresno, Calif. Grossmont High School, Grossmont, Calif. Piedmont Junior-Senior High School, 800 Magnolia Ave., Piedmont, Calif. Polytechnic High School, 3575 Terracine Dr., Riverside, Calif. Abraham Lincoln High School, 2162-24th Ave & Rivera St., San Francisco, Calif. Polytechnic High School, 701 Frederick St., San Francisco, Calif. Clairemont High School, 4150 Ute Dr., San Diego, Calif.

A development in process: The science curriculum in the whittier union high school district

A development in process: The science curriculum in the whittier union high school district