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Aspire officials say nearly all of its students are accepted at four-year colleges, and most are their first in their families to attend. They attribute that high rate to smaller schools and class sizes, a longer school day and school year, and its relentless "College for Certain" culture. "Our entire program from kindergarten all the way through high school is geared toward getting youngsters to go to college and get a college degree," Willcox said. At ERES Academy, an Aspire K-8 school in Oakland, every classroom is named after a college and students eat in University Hall. Jorge Lopez, a senior at California College Preparatory Academy in Berkeley, said he didn't think college was possible for him before he came to the Aspire-run high school. He's now poised to be the first in his family to get a college education. "Upon coming here I found out that college is where you want to be at," said Lopez, 17. "My parents tell me it's an honor that I'm leading the family, that I'm being an example for them." But not all charter schools produce strong academic results. A 2009 study by Stanford University found that only 17 percent of charter schools performed significantly better than traditional public schools while 37 percent performed worse and 46 percent showed no big difference. A 2010 study by the UCLA-based Civil Rights Project found that charter schools tend to be more racially segregated than traditional schools. "Charter schools are publicly funded schools, and we need to make sure students of all backgrounds have access to them," said study co-author Erica Frankenberg, an education professor at Pennsylvania State University. Oakland Unified School District has seen a major expansion of charters over the past decade, when it spent years under state control because of financial mismanagement. The district is now home to more than 30 charter schools. Betty Olson-Jones, head of the Oakland teachers union, complains many charters recruit top students and get rid of poor performers, boosting the schools' test scores and saddling traditional schools with a disproportionate number of students with disabilities, behavior problems and poor English language skills. "You end up with schools that are filled with kids that are really struggling," Olson-Jones said.
[Associated
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