Chicano Movement: Taking Back the Schools

In 1960-1970, the east side of Los Angeles was home to schools where one of every four Chicano's (Chicano: means "forest of the poor") completed high school. East LA's unemployment rate was almost double the national average. People that did work earned two-thirds of what other LA residents earned for equivalent work. The East LA school system was insignificantly educating its students while worse yet, dismissing the drop out rate as the norm for Mexican-American students. There was a problem with the system of education in East LA and students were determined to do something about it.

Students were grouped into classes by their IQ. Students with lower IQ's were not given the support or coaxing needed to get them into college. Educators allowed low education standards and refused to see students as equals. Academic advisors set students sights low for the future by advocating how service jobs were a practical choice for Mexicans. Cleaning houses was going to be the norm for Mexican-American females. Students were tired of the inadequate staff and the staff's lack of concern for their students. The students decided to construct and pass out surveys. The circulating surveys indicated students were unsatisfied with their education. The students demanded bilingual instruction, an end to corporal punishment, hiring of more Mexican-American teachers and advisors.

In 1968 the student's survey findings and the demands of the students were brought to the attention of the LA school board. The board listened to the people and took prompt action into solving the problem by throwing the findings away and dismissing the claims as rhetoric. The students were forced to go back to the drawing board.

Sal Castro, a graduate student, along with 12 other college aged leaders decided to take it upon themselves to organize the students. In March 1968 students at East LA High School participated in a "walk out." The walk out was designed to spread publicity about the inadequacies of the school, which was one step closer to change. Later that day, the "walk out" spread to five other east side high schools. A total of roughly 4,000 students participated in the "walk outs." By the end of the week 16 schools and 10,000 students roamed the streets protesting for educational reform.

By the start of the next week, police were called to in to keep the students under control. Some confrontations broke out between police and students resulting in 44 student arrests. Concerned parents decided it was time for them, the parents, to take action. They took the students demands to the LA Board of Education and demanded reform. Again, the board did nothing.

Sal Castro and the 12 other student leaders were arrested for their work in organizing the student protestors under conspiracy to commit a misdemeanor. Each student could face up to 66 years in prison.

The East LA community became emotionally charged by the arrest of the movement's leader and once again took their anger and frustration to the LA Education Board. This time the Chicano's staged sit-ins where attendees did not leave the board room until their demands were met. The sit-ins dragged on until finally the educational board gave in to to the student's demands. The school system reformed their rules allowing Spanish to be spoken in school along with bilingual instruction. Corporal punishment was restricted, and numerous Mexican-American teachers and advisors were hired.

The Chicano movement in the LA school system improved Mexican-American self determination. After hiring Mexican-American advisors and teachers students were encouraged to go to college and to follow their dreams no matter the enormity of the dream. Mexican-American students in east LA were no longer told what they could not do and were no longer held back from their aspirations. The positive changes implemented by the school board opened the doors for students to further their education and become the professionals they wanted to be. No one could tell them no.