The Problem with Greenfield High
The Problem with Greenfield High School
By Gerry Cenobio
Since the introduction of a school project to be integrated into the small town of Greenfield in 1999, our school has undergone some major changes. The graduates from that time didn’t have the same problems we have now. Today we are facing the question of whether students are learning at school or not. Resources are provided to make the school a better place. Intelligent students are here to succeed. And the good teachers are there to make up for their inadequate and underqualified coworkers. But what is the problem?
Is it Students?
Recently The Bruins Eye conducted a survey and over 260 students participated. Multiple questions were asked and answers were gathered. When asked if students often leave school knowing they have learned something, 85% of students surveyed declared that they sometimes or hardly ever do! This doesn't mean they aren't trying in school though. When asked if they cared about school, 75% of students surveyed declared that they do. So, what does this mean? When The Bruin’s Eye asked G.H.S. students if they think teachers do a good job at teaching 55% of our 260 students surveyed responded that some teachers do a good job or only a few do. But the blame doesn’t just land on the teachers. When asked if the school does enough to help them 66% of the students surveyed responded that the school could be doing more or that the school does not help them at all. Although our survey is only a reflection of how 260 out of our 1,384 students currently enrolled feel, their responses are still startling.
When students were asked to comment or elaborate on whether teachers could be doing more to help them, there were various responses. The majority answered that G.H.S. teachers could be doing more, and teachers are seen not putting in much effort and potentially giving up on students not learning easily. Alongside several comments like teachers giving too many assignments with students not getting much learning out of it calling it, some students called it “lazy teaching.” They also emphasized that teachers could make learning more fun given that they spend about 40 hours a week at school. Overall, the students we surveyed expressed that they do want to learn and have the drive to learn.
And what do G.H.S. students think about our school in general? Students were asked to comment on whether the school could be doing more to ensure they learn, and the responses given were very spread out. Although many student responses were “ I don’t know” there were some similarities among students responses that can be highlighted. Students emphasized that the school could be doing more to help them motivate them. One way suggested to feed student motivation is by showing students that the school genuinely cares about them. Engaging with them. Making sure students retain the information they are being taught. Making sure that they have the perseverance to push them through the 180 days of school every year. But above all, students want better teachers that will teach them and help them understand that school is not a waste of time.
What About Teachers?
Teachers are the heart and mind of education, and they took years of college preparation to teach in their chosen field. These amazing people hold the power to pass on their learned skills to their students and guide them to success in their classrooms. Teachers endure so much, and shoulder the responsibility of having to send out wave after wave of bright generations. Yet is there a problem with the teachers here in Greenfield High School? There is a bitter eagerness to hear what the people who have such a big responsibility have to say. Recently The Bruins Eye interviewed teachers whom G.H.S. students rate highly: Ms. Espina, a Math teacher, Mr. Sanchez, a Social Studies teacher, and Ms. Gray, a Health Science teacher.
All three G.H.S. teachers were asked similar questions revolving around their individual perspectives on students, learning, and the school. When The Bruins Eye asked Mr. Sanchez if his students come to class ready to learn he said, “Most do”. When asked if he encourages his students to learn he responded: “Every student is different... for the most part I try my hardest to get people engaged and focused on the material that we are covering.” He was also asked if the school could do more, and Mr. Sanchez replied “It's easy to point fingers,” and added, “There's a lot more that the school could do that is much easier to help students learn.” He also acknowledged that he’s been trying to raise student SBAC scores, alongside his colleagues, since he came to the school. Sanchez ended his interview by saying that “Nothing in the campus will change unless students put their phones away” as well as that “Cellphones are destroying learning in the classroom [. . .]The new administration needs to figure it out because teachers can do what they can [. . .] but it's a losing battle when the administration doesn't back you up.”
Ms. Gray was asked similar questions as Mr. Sanchez but the area of interest which stood out to her was the school. She was asked what her purpose for coming to school was and she commented “I want to be able to be a more positive role model to my students and create a safe learning environment for them and just a safe space for them to come and be their authentic true selves while teaching them about life.” She emphasized that she indeed does enjoy teaching and it has been a pleasure building her Health class from the ground up. When asked about the new administration she responded with “I am remaining optimistic for a bright future however, we've already had multiple vice principals come through multiple deans come through. We're getting all new administration come through, it's hard not to be apprehensive.”
Ms. Espina also shared her perspective on problems at Greenfield High and when asked about students learning she shared great argument with us. She states that “Most of the students are ready to learn, however, what I noticed is that when students know that they are failing or already have a failing grade, they stop exerting effort and just accept that it will be their final grade. Not just that but she also noted that, “This is an internal battle. If they are willing to learn, they will no matter what but if their mindset is ‘it's alright not to do work anymore since they're failing anyway.’ I can only do so much. There are a lot of opportunities and resources given to them but it will all boil down to what their goals are.” She topped off her interview by commenting on the new administration. Espina adds, “I hope they won't have a hard time especially since almost all of them are new and don't know anything yet about the school culture and practices.” Ms. Espina reiterates, “I always believe that learning is based more on character. Fix the behavior first and learning will follow for sure so I suggest for the admin to have good and standard policies in addressing student's behaviors and for the teachers to actually implement them in class.”
The School Now and the New Administration Coming Next Year
As of now our school isn’t in great standing. According to U.S. News & World Report, Greenfield High School sits at #7,755 in National Rankings and 891st within California as of 2024. The school's mathematics, reading, and science proficiency determined by the SBAC (Smarter Balance and California) test were all below the average of the surrounding districts and the average of the state. Not just that but the graduation rate of our school sits at 85% which is below the state median. In Greenfield High School 33% of students have taken at least one AP exam and only 12% have managed to pass as least one. And with the school cutting down the AP science department after taking away AP Environmental Science and cutting the usual 2 periods provided for AP Biology down too one does not help. Many students have commented on this situation such as runner up as valedictorian Larry Picazo who expressed bit of outrage about this change stating, “I was planning to take AP Environmental next year but we ended up not having a class because of the mess the district has made by switching up the teachers.” Students want to learn and teachers want to teach, but something has to be done to allow this to happen.
Although our school has seen some struggles there have also been a few glimmers of hope during the 2024-2025 school year. In sports with one of our students won CCS and went to state and our football team won the league. A small group of students worked hard to get invited to go to Washington D.C. to compete in an academic contest called The World Quest after becoming champions in Monterey County. And some of our own journalists for The Bruin’s Eye spoke out and fought for this journalism class to be kept next year for the sake the new batch of students whose voices are yet to be heard. (You can read their speech on the front page of our paper in this edition). The memories that our school brings and the events the school provides are some worth remembering, but at the end of the day we come to school to learn. What is in for the future of GHS?
A little while back, The Bruins Eye had the opportunity to interview and ask the new incoming principal for the 2024-2025 school year, Charlotte Vega, a few questions. Vega was hired this year and will take charge for the years to come. She emphasized that she is excited about working with this new school and is ready to establish herself here. Vega plans to stay at Greenfield High School until retirement and plans to work closely with teachers to improve the overall school. A bit of background about her is that Vega worked the majority of her career as a teacher and later moved to being an administrator. She has years of experience in education which will help in setting up the future of our school. Overall, in spite of it’s problems, Greenfield High is a great place and it is up to students to care enough about themselves and those around them. All of us can make a huge impact on students’ lives and do what the school was intended to do–be a place of learning.