Group Member Name: Naheed Ali

LBS 301 Section: 03

Compton, California

Broad Community Portrait

Located in the heart of Southern Los Angeles, Compton is known to be one of the oldest

cities in the county. In fact this city has a nickname reference known as, ‘Hub City”, “due to its

central position in the large city that has also rapidly emerged as a large industrial center for

transit and distribution, business services, high technology, home and lifestyle products, metals,

financial services, and textile manufacturing (“City of Compton,” n.d.). As of the 2017 United

States Census, Compton’s current population consists of 97,847 residents (US Census Bureau,

2017). Of the total population, females are slightly at an increase with a total of 49,843 and

males just slightly under with 48,004 (US Census Bureau, 2017). The majority of the Compton

community is of Hispanic descent, which makes up (66.8%) of the total population following

second are of Caucasian (39.5%), and lastly African Americans (30.9%) (US Census Bureau,

2017). The city is known to be of a young population with the median age of 30, where a 74.2%

are over the age of 16 ranging from the highest between the ages of 25 through 34 (US Census

Bureau 2017). The average median income for the population listed above was $48,117

concluding from​ the years of 2013-2017, with 23% living in poverty (US Census Bureau

2013-2017).

Community Resource Guide

This study will focus on the community resources that are readily available for those in

need of services and supports that are free of charge. Great community centers are available with
support programs that specialize in uplifting and caring for the youth. Located in East Compton,

“El Nido Family Center’ is a non-profit that has numerous programs that care for the protection

and well being of their young community members. According to the El Nido Family Center, “a

child cannot grow up twice” where they provide programs to those who need counseling, in areas

such as gang reduction, teen family services, and job preparation skills in order to find

opportunities to name a few (“El Nido Family Centers,”n.d.). Housing security is also of

importance in this city, which is why the Compton Local Housing Authority was established in

order to fund to those in dire need. The LHA created two programs that were created to help

assist known as the, “Housing Choice Voucher Program, which provides monthly rental

assistance to participants who want from a private landlord, but cannot afford the monthly rental

payment; and the Family Self-Sufficiency, which assists families creating plans that will lead to

economic independence ​(“City of Compton,”n.d.). Community members in need of food or

shelter can reside in visiting The Salvation Army Social Services, where many are provided with

necessities such as food, shelter, and clothing upon request for those in dire need of help. The

Salvation Army also provides a premade snack bag for those who are in need of food to sustain

them throughout the day.

Specific School Portrait:

Roosevelt Elementary School was established in April of 1980 and located in East

Compton. This elementary is apart of the Compton Unified District and a Title 1 school located

in a busy neighborhood of a generally lower to middle class families. This district is below

average of the nations spending average with the total amount resulting in $9,587 where the US

average is $11,814 (Turner et al.,2016).The neighborhood provides affordable housing and

away. Roosevelt Elementary is accompanied by a total of 901 students as of the 2017-2018

school year that has increased steadily by 14% in the last five years (Ed Data, 2017-18). The

grades taught range from K-8 with a great increase in grade enrollment throughout the five-year

span with the highest amount in enrollment stemming from Kindergarten and the lowest coming

from grade levels 6-8 (Ed Data, 2017-18). Of the 901 students enrolled during the 2017-2018

school year: 46.7% were English learners and 23.8% were fluent English proficient (Ed Data,

2017-18). The demographic percentage in race of the students attending this elementary is of

89.3% Hispanic or Latino, 8.3% African American, and 1.1% White (Ed Data, 2017-18). During

the school year ranging from most recent statistics 83.7% of students are eligible for free lunch

or reduced lunch which has decreased since the 2013-2014 school year where 94% where

eligible (Ed Data, 2017-18). The chronic absenteeism rate amongst students result in 28%

African Americans and 14.4% being Hispanic or Latino (CDE.CA, 2017-18).

Analysis of Findings

Roosevelt Elementary endures a school system that welcomes diversity and allows

students to feel acknowledged. I was intrigued to focus more about this district and school for

they are not only a Title 1 school but they have a great amount students where English is not

their primary language. This community is home to many Hispanic or Latino families and

students where amongst the neighborhoods they are supported by culture resonating from

familiar grocery shops to restaurants that are of Hispanic culture. Not only does this community

have great culture for the great population, which are primarily Hispanic or Latino but also
students can feel a bond between one another that struggle with English not being their first

language.

Students don’t feel targeted for they all struggle with similar issues being they are either

first generation and English is not their native language. With the immense support in these

schools a struggle that can be faced is the amount of resources provided in order to graduate

these students to a level of English proficiency since there are a great number of students who

battle with this. Having a magnitude of levels in a set program for students who are at different

levels of their ESL can be successful for those who are at higher or lower levels in their English

journey. Incorporating more teachers who comprehend Spanish and English is also a great

attribute in allowing the students to speak both in case they don’t know how to say a certain

word.

The areas the schools should invest more monetary resources should definitely be in the

absentee numbers by creating a incentive program that emphasizes the importance of school and

power of being educated that will help decrease those numbers. Establishing an environment

where the students feel safe and cared for will break the barrier of students feeling unimportant.

Creating more students parent discussions will also allow the teacher to better understand what is

happening at home or what can be done in order to better equip the students circumstances to

succeed. Another resource that can better the educational dynamics in this school is training for

teachers in order to better understand the demographics of their students and how to utilize their

skills to help each student. Educating teachers on the multicultural history and ways to provide a

less monocultural experience will also allow students reassurance. Having enough funding to

incorporate field trips or learning workshops will also teach diversity to each student.
 According to Sonia Nieto (1999), “research in the past 2 decades consistently has found

that students who are allowed and encourage to identify with their native languages and cultures

in their communities and schools can improve their learning” (99). Allowing students to embrace

their heritage and native background allows a better outcome in their learning experience.

Student’s native heritage is of importance to not only them but also their families so the teacher’s

roles in allowing the student to feel equal as their peers are highly important. Having adequate

accommodations readily available to each students needs allows a great duty to the outcome of

their learning abilities. Instituting a new teaching strategy in the school systems all together will

only benefit current students and future with the necessary steps to guarantee they are at the same

advantage as every student.

Belki McConnell. (n.d.). Retrieved from

http://www.ed-data.org/school/Los-Angeles/Compton-Unified/Roosevelt-Elementary

Hub City. (n.d.). Retrieved from​ ​http://www.comptoncity.org/visitors/hubcity.asp

El Nido Programs. (n.d.). Retrieved from https://www.elnidofamilycenters.org/what-we-do/

Nieto, S. (2010). ​The light in their eyes: Creating multicultural learning communities​. New

York: Teachers College, Columbia University.

Turner, C., Khrais, R., Lloyd, T., Olgin, A., Isensee, L., Vevea, B., & Carsen, D. (2016, April

18). Why America's Schools Have A Money Problem. Retrieved from

https://www.npr.org/2016/04/18/474256366/why-americas-schools-have-a-money-problem

U.S. Census Bureau (2017) QuickFacts: Compton city, California. (n.d.). Retrieved from

https://www.census.gov/quickfacts/comptoncitycalifornia

2017-18 Chronic Absenteeism Rate. (n.d.). Retrieved from

https://dq.cde.ca.gov/dataquest/DQCensus/AttChrAbsRate.aspx?agglevel=School&cds=1973437

6012389&year=2017-18