Thursday, October 2, 2014


Please join our discussion at the Buchanan YMCA 6:30, Thursday October 9th at the YMCA Meeting Room at 1530 Buchanan Street.

Please join us for a community discussion/meeting at the YMCA on Thursday, October 9th. 2014!  Care SF is a new educational discussion/political club dedicated to advancing reform in education and promoting discussion of important topics.  We will have snacks and beverages from 6-6:30, introductions and announcements until 7 and a panel discussion from 7-8:30.  Please join us for an interesting evening to discuss this important topic.  Discussion ongoing at and please email if you have any questions or call Justin at 415-876-1025

Topic Details
We’re so used to celebrating the advancement of girls and women and the dismantling of our sexist history, that few of us are noticing a new trend.  Boys, who traditionally trailed girls until high school, are now trailing at all levels of academic achievement.

-Lowell High School, which is San Francisco’s only Competitive Admissions Magnet High School and accepts only the top Middle School Students, is 60.2% female and 39.8% male.

-Women are now earning 61% of Bachelor’s Degrees, 63% of Master’s Degrees, 58% of PhD Degrees and 58% of Professional Degrees. 

-Top rated Universities are seeing a lower percentage of males admitted.

-Why are girls so much more focused on school than boys are throughout middle school, high school and college?  What can we do to help more boys thrive in middle and high school?  Should schools change instruction to include more hands-on projects or make other changes to help boys reach their potential?  How will it impact society in the future if boys are not getting the education they need to have good careers and income?

Monday, September 8, 2014




COME JOIN US FOR A COMMUNITY DISCUSSION, with panel speakers & snacks, at:
              Buchanan YMCA, 1530 Buchanan St, San Francisco, CA 94115
              Thursday Sept. 11th, 2014, 6 – 9 PM, Panel Discussion begins at 6:30.

Obama has recently stated "you're never so poor that you have no choice but to watch TV and not read or do homework with your children."  However, and despite some exceptions in certain gropus, the most accurate predictor of academic achievement, which is the primary determinant of financial success and security as an adult, is your family income as a child.

*How can we equalize educational outcomes for all our students in order to reduce poverty in the future? Or is this impossible to do without eliminating poverty first?

* Do you know that there is a wide achievement gap between the Whites/Asians and African Americans/Latinos in our schools and that family income is the most accurate predictor of academic success?

* Do you know that SF schools are highly segregated racially and socio-economically?

* Do you know that African American students in SFUSD have the lowest standardized test scores in California? Yes, even lower than Oakland.

* Do you know that non-whites will become the majority of the US population by 2042?

* Do you know that some poor immigrant groups outperform White students in affluent suburbs?  Why & how?

*Do you know Lowell High School, with 41% of its students economically disadvantaged (free or reduced lunch), significantly outperforms $25-40k private and wealthy suburban public schools with under 5% of students economically disadvantaged, on SAT Scores and AP Averages, college graduation, performance and admission rates?

*Do you know the U.S. actually has less class mobility as measured by quintiles than most European and other 1st World Nations, though some immigrant groups have tremendous class mobility mostly due to education (Asian, Nigerian, Cuban, Persian, Lebanese, to name a few)?

*Do you know Latinos, Asians and African American Students trail their ethnic counterparts in LAUSD, only SFUSD's whites do better, so our status as the highest scoring urban district is based purely on our high Asian percentage?

*So, is poverty and English language handicap responsible for the students' Achievement gap?  If so, how and why do some in poverty outperform so many kids with every advantage, with one recent study showing no academic advantage whatsoever to private schools?  And what can we do, if anything, to reduce or eliminate the achievement gap?

Please RSVP and for more info, email or call 415-876-1025 if you have questions.  For ongoing discussion, check out

Invited Panelists include Former Principal Vincent Chao, Community Advocate and Educator/Administrator Dr. Veronica Hunnicutt, United Educators and the SFUSD School Board.

Please also read the article below, a recent article by Robert Reich
American kids are getting ready to head back to school. But the schools they're heading back to differ dramatically by family income.
Which helps explain the growing achievement gap between lower- and higher-income children.
Thirty years ago, the average gap on SAT-type tests between children of families in the richest 10 percent and bottom 10 percent was about 90 points on an 800-point scale. Today it's125 points.
The gap in the mathematical abilities of American kids, by income, is one of widest among the 65 countries participating in the Program for International Student Achievement.
On their reading skills, children from high-income families score 110 points higher, on average, than those from poor families. This is about the same disparity that exists between average test scores in the United States as a whole and Tunisia.
The achievement gap between poor kids and wealthy kids isn't mainly about race. In fact, the racial achievement gap has been narrowing.
It's a reflection of the nation's widening gulf between poor and wealthy families. And also about how schools in poor and rich communities are financed, and the nation's increasing residential segregation by income.
According to the Pew Research Center's analysis of 2010 census tract and household income data, residential segregation by income has increased during the past three decades across the United States and in 27 of the nation's 30 largest major metropolitan areas.
This matters, because a large portion of the money to support public schools comes from local property taxes. The federal government provides only about 14 percent of all funding, and the states provide 44 percent, on average. The rest, roughly 42 percent, is raised locally.
Most states do try to give more money to poor districts, but most states cut way back on their spending during the recession and haven't nearly made up for the cutbacks.
Meanwhile, many of the nation's local real estate markets remain weak, especially in lower-income communities. So local tax revenues are down.
As we segregate by income into different communities, schools in lower-income areas have fewer resources than ever.
The result is widening disparities in funding per pupil, to the direct disadvantage of poor kids.
The wealthiest, highest-spending districts are now providing about twice as much funding per student as are the lowest-spending districts, according to a federal advisory commission report. In some states, such as California, the ratio is more than three to one.
What are called "public schools" in many of America's wealthy communities aren't really "public" at all. In effect, they're private schools, whose tuition is hidden away in the purchase price of upscale homes there, and in the corresponding property taxes.
Even where courts have requiring richer school districts to subsidize poorer ones, large inequalities remain.
Rather than pay extra taxes that would go to poorer districts, many parents in upscale communities have quietly shifted their financial support to tax-deductible "parent's foundations" designed to enhance their own schools.
About 12 percent of the more than 14,000 school districts across America are funded in part by such foundations. They're paying for everything from a new school auditorium (Bowie, Maryland) to a high-tech weather station and language-arts program (Newton, MA).
"Parents' foundations," observed the Wall Street Journal, "are visible evidence of parents' efforts to reconnect their money to their kids." And not, it should have been noted, to kids in another community, who are likely to be poorer.
As a result of all this, the United States is one of only three, out of 34 advanced nations surveyed by the OECD, whose schools serving higher-income children have more funding per pupil and lower teacher-student ratios than do schools serving poor students (the two others are Turkey and Israel).
Other advanced nations do it differently. Their national governments provide 54 percent of funding, on average, and local taxes account for less than half the portion they do in America. And they target a disproportionate share of national funding to poorer communities.
As Andreas Schleicher, who runs the OECD's international education assessments, told the New York Times, "the vast majority of OECD countries either invest equally into every student or disproportionately more into disadvantaged students. The U.S. is one of the few countries doing the opposite."
Money isn't everything, obviously. But how can we pretend it doesn't count? Money buys the most experienced teachers, less-crowded classrooms, high-quality teaching materials, and after-school programs.
Yet we seem to be doing everything except getting more money to the schools that most need it.
We're requiring all schools meet high standards, requiring students to take more and more tests, and judging teachers by their students' test scores.
But until we recognize we're systematically hobbling schools serving disadvantaged kids, we're unlikely to make much headway.

Sunday, July 13, 2014

Care By-Laws

Article I   NAME
·         The name of this organization shall be the Coalition for Advocacy of Reform in Education.


·         CARE promotes excellence in education regardless of the social/economic, ethnic/racial or language background of the student population.
  • CARE seeks to represent the education interests of both the consumers (students & parents) and professionals (teachers & administrators).
  • CARE shall bring important and controversial issues in the field of education to the forefront for public discussion resolution.
  • CARE shall advocate for these crucial issues and other reform related policies using public forums, presenting at school board meetings, circulating petitions, lobbying elected officials, endorsing or opposing school board policies, ballot initiatives  local or state legislation, as well as candidates for public office.


  • MEMBERSHIP ELIGIBILITY:  All San Francisco residents and others interested in improving the quality of public education in the City (San Francisco) & the State (California).
  • DUES: $50 per year for Steering Committee members only, due the first 2 weeks of each calendar year, $20 per year for general members and $10 for seniors, retirees and students.
  • VOTING: Decisions made by consensus only in Steering Committee meetings. Officer voting consist of adopting and editing by laws, and voting individuals to the Steering Committee.

Friday, July 11, 2014


  • CARE promotes excellence in education regardless of the social/economic, ethnic/racial or language background of the student population.
  • CARE seeks to represent the education interests of both the consumers ( students & parents ) and professionals ( teachers & administrators ).
  • CARE shall bring important and controversial issue in the field of education to the forefront for public discussion resolution.
  • CARE shall advocate for these crucial issues and other reform related policies using public forums, presenting at school board meetings, circulating petitions, lobbying elected officials, endorsing or opposing school board policies, ballot initiatives & local or state legislation, as well as candidates for public offices. 

Steering Committee

Dr. Veronica Hunnicutt has spent more than 44 years as a teacher and an administrator with various public school systems. She has worked for San Francisco Unified School District, City College of San Francisco, and other institutions of higher learning. Additionally, she has served on many boards, including the Center for Public Education, the Bayview YMCA, the O.M.I. Community Association, the San Francisco Mental Health Association, the Opportunity Industrialization Center (O.I.C.), and Communities in Schools (CIS). Active in the community for years, Dr. Hunnicutt has been a Commissioner on both the Commission on the Status of Women and on the San Francisco Housing Authority Commission.  She presently serves as Chair of the Citizens' Advisory Committee for the Shipyard, as a Board member of the Democratic Women in Action (DWIA), and as a Vice President of the Willie B. Kennedy Democratic Club. She earned her degrees from City College of San Francisco (A.A. degree), from the University of San Francisco (B.S. and teaching credential), from CSU San Francisco State University (M.A.) , and from the University of San Francisco (Ed.D.). Dr. Hunnicutt has received many awards for her innovative educational programs and for her community service. She is the Executive Director of Hunnicutt Consultants, and she attends Glad Tidings Church. She believes that people who want to help students should "Love and serve all people regardless of who they are and assist them with respect and the highest regard."
After 24 successful years as a SFUSD school administrator.

Vincent S. Chao is now an international consultant for Education & Community Development. Brown University : B.A.   University of Paris La Sorbonne : M.A.   SF State University : Teaching Credential.   USF : Administrative Credential. Citizens Committee on Community Development ( member & chair, 10 years ).  CADC Exec. Committee ( 18 years ). DCCC ( 4 years ).  DSCC ( 4 years ). Visitacion Valley Community Development Foundation ( director, 6 years ).  Mission Neighborhood Centers Inc ( Treasurer, 20 years ). SF Senators ( director, 3 years ). Vincent's son Max attended Rooftop, Hoover, Lowell and UC Santa Cruz.
Victor Seeto is a native San Franciscan who was educated through the public schools. He has degrees in engineering and social work. His only child was an “overachieving” student ultimately becoming a Ivy League graduate. Victor appreciates the importance of hard work and drive to achieve success. Quality teachers and supportive parents are important elements that lead to greatness. 

Ronald Thompson is a social entrepreneur and executive with more than 25 years’ experience working with and for nonprofit organizations, public and private schools, and upstart technology companies. He has served on various boards, been involved in various stages of funding for companies, and effectively blended best practices in both the corporate and nonprofit realms.  He is now the CEO of MHI-Momentum Holdings Inc. and the incoming president of the Presidio Middle School PTSA.  His educational background includes a BS degree in computer science from Westchester University of Virginia.  Ronald firmly believes that all children, from kindergarten through college, have the right to full and comprehensive access to education.  

Tim Schmitz grew up in San Francisco and graduated from Aptos Middle School and Lowell High School and got an AA in Fashion Merchandising from CCSF.  He was a single father and raised a daughter to graduate from Gateway and recently, from Biola University.  Tim believes San Francisco is a rich and world class City and can do much more to provide a great education and opportunity to all children and should raise the priroity of public education and pub more general fund money into our schools, particularly for our most vulnerable children.
Lotta Bystrom immigrated to the U.S. from Sweden and is an important member of the San Francisco Swedish Chamber of Commerce.  She raised two children and currently has a daughter at Presidio Middle School.  Her eldest graduated from Alamo, Presidio and Lowell and has graduated from college.  

Michael Soncuya – Treasurer was born and raised in San Francisco, Mike is a native San Franciscan raised in the Outer Richmond district, he attended Sacred Heart Cathedral Prep, and graduated from San Francisco State University with a Political Science degree and an International Relations minor. Mike has worked on numerous political campaigns, ranging from the 2011 Mayor Ed Lee mayoral campaign to Supervisor Malia Cohen supervisorial campaign to SF DCCC seat elections. His capacity ranged from field director, communications and community outreach representative and policy analyst. He is currently working in the San Francisco Public Utilities Commission in the Contract Administration Bureau and his main passion is to empower parents and their children through education and political outreach to local government officials and politicians.

Justin Van Zandt grew up in San Francisco and graduated from Rooftop, Hoover, Lowell and UC Berkeley (Sociology).  He has long been a strong advocate for public education and has two children at Lowell High School, one at Presidio Middle School and two at Alamo Elementary.  He is a member of three PTAs serving as membership coordinator and is in several political clubs including the LDC and CADC.  He has been involved in many educational issues and believes all children can succeed in school with the right support, effort, discipline, priority, and opportunity and much more effort needs to be made to close the achievement gap and bring academic success to all children regardless of economic circumstances.