Merle Boxill
High School Academy
Co-Director: Curriculum and instruction
Merle Boxill
Co-Director: Curriculum and instruction
Merle Boxill was born on Saint Lucia in the Caribbean. Over 30 years ago she met Lidia Requerin -- and together they worked to improve education within the Latino community.
Years at EP
What attracted you to EP?
What’s the best part of your job?
How does your passion align with EP’s vision?
Merle Boxill
Merle Boxill
High School Academy Bell Schedule 2016-2017
High School Academy Bell Schedule 2016-2017
High School Academy Bell Schedule 2016-2017
High School Academy Bell Schedule 2016-2017
Family and Student Resources
Family and Student Resources
AFLC (Youth) Graduation Requirements:
To be eligible for graduation from Escuela Popular Accelerated Family Learning Center, students must meet the following requirements:
A: History/Social Science – Three years (30 credits), including one year of World History, one year of U.S. History, one-half year of U.S. Government, and one-half year of U.S. Economics
B: English – Three years of English (30 credits) that includes frequent and regular writing, reading of classic and modern literature, and practice listening and speaking, including English 2, English 3, and English 4.
C: Mathematics – Two years of mathematics (20 credits) that include the topics covered in elementary and advanced algebra and two- and three-dimensional geometry, including Pre-Algebra and Algebra (Three years recommended, Geometry)
D: Science — Two years of science (20 credits) providing fundamental knowledge, including biology and physical science.
E: Foreign Language or Performing Arts – One year (10 credits) of the same language other than English, Art or Dance.
F: Physical Education – Two years of Physical Education (20 credits).
G: Electives – 70 credits, equivalent seven year-long courses.
Community Service – All students are required to complete 40 hours of community service prior to graduating (5 credits)
Total: 205 credits to obtain a high school diploma
CTC (Adult) Graduation Requirements:
A: History/Social Science – Three years (30 credits), including one year of World History, one year of U.S. History, one-half year of U.S. Government, and one-half year of U.S. Economics
B: English – Three years of English (40 credits) that includes frequent and regular writing, reading of classic and modern literature, and practice listening and speaking, including English 2, English 3, and/or English 4 with a minimum completion of English 2 and English 3.
C: Mathematics – Two years of mathematics (20 credits) that include the topics covered in Integrated Math 1 and Integrated Math 2, (three years recommended, Integrated Math 3 or Pre-Calculus).
D: Science — Two years of science (20 credits) including Biology and Physical Science.
E: Foreign Language or Performing Arts – One year (10 credits) of the same language other than English, Art or Dance.
F: Physical Education – One years of Physical Education (20 credits).
G: Electives – 60 credits, equivalent six year-long courses.
Total: 200 credits to obtain a high school diploma
Family and Student Resources
Family and Student Resources
High School Academy Under 19
High School Academy Under 19
High School Academy Under 19
Academic Calendar
Event Calendar
Bell Schedule
Family & Student Resources
English Student Handbook
Spanish Student Handbook
Escuela Popular’s High School Academy under 19 provides intensive English Language Development so that students are able to meet their goal of graduating bilingual and bi-literate. Students benefit from the individual attention afforded by a 20:1 student-to-teacher ratio. What sets the Escuela Popular High School 19 and Under Academy apart from other high schools in the area is the fact that we accept students regardless of whether they are at grade level.
In fact, we meet the student where she/he is at academically and accelerate learning from that point forward. Many of our under age 19 students have not done well in traditional schools.
As Lidia Reguerin, the school founder, so wisely explains, “Escuela Popular is in solidarity with its students.” This solidarity is evidenced by the staff’s willingness to accelerate learning by tutoring on Saturdays and after school. This solidarity is also reflected in the relationship structure between teachers and students, which is linear rather than hierarchical.
High School Academy Under 19
High School Academy Under 19
High School Academy 19 and Over
High School Academy 19 and Over
High School Academy 19 and Over
Academic Calendar
Event Calendar
Bell Schedule
Family & Student Resources
English Student Handbook
Spanish Student Handbook
A goal of Escuela Popular is to ensure that students see and feel school as a reflection of their community.
- Recent immigrants for whom the US school experience is new and intimidating. Some of them have had no education, others have had limited or interrupted cycle of education. Their primary language is Spanish
- Out-of-school students who find it difficult to be successful in large comprehensive high schools. Most of these students seek a second chance at completing an education and improving their lives, as well as their children’s lives
- Working adults who have full-time employment while attending school
- Parents, some of whom are single heads of households
- Provide meaningful learning experiences in a small school setting to ensure the life of each student is impacted positively
- Offer extended hours to accommodate the academic and non-academic needs of students
- Develop “home-grown” teachers
- Provide free on-site childcare for students’ children
- Develop the English language skills of students through intensive instruction
High School Academy 19 and Over
High School Academy 19 and Over
San Juana Ochoa
High School Academy
San Juana Ochoa
Treasurer, Board of Directors
and
Curriculum and Instruction Co-Director
SanJuana Ochoa is currently a Vice Principal of Escuela Popular. She began at EP as a student in 1986 and soon after she was recruited by EP’s founder, Lidia Reguerin, to become an ESL teacher.
San Juana Ochoa
San Juana Ochoa
Dolores Huerta
High School Academy
Dolores Huerta – Member, Board of Directors
Dolores Huerta – Member. Dolores Huerta has worked to improve social and economic conditions for farm workers and to fight discrimination. To further her cause, she created the Agricultural Workers Association (AWA) in 1960 and co-founded what would become the United Farm Workers (UFW). Huerta stepped down from the UFW in 1999, but she continues to her work to improve the lives of workers, immigrants and women. She has received many honors for her activism, including the Ellis Island Medal of Freedom Award (1993) and the Eleanor Roosevelt Award (1998). Huerta, mother of 11 children, was inducted to the National Women’s Hall of Fame in 1993.
Ezequiel Olvera
High School Academy
Ezequiel Olvera – Member, Board of Directors
Ezequiel Olvera founded and runs the Gumball Foundation, a social entrepreneurial venture that teaches the values of creativity and entrepreneurship while helping students earn money for college. Using a hands-on approach, Olvera partners the students with local small businesses and corporate offices to manage their micro-venture. He founded the organization in 2009 and it has already garnered prestigious awards including the California Community Foundation’s 2013 Unsung Heroes of Los Angeles Award, the Los Angeles Business Journal’s 2012 Social Enterprise of the Year and was nominated for an L.A. Emmy Award in 2013. In 2005, Olvera joined Antonio Villaraigosa¹s mayoral campaign serving on special projects. He also co-managed the campaign office andserved as an aide to the future mayor. Working on the campaign afforded Ezequiel the opportunity to meet labor leader and civil rights activist Dolores Huerta. Olvera graduated from UCSC in the spring of 2007 with a bachelor of arts in business management and economics and a minor in Latin American Latino studies. Mr. Olvera is also a lifetime member of the UCSC alumni association and part of UC Santa Cruz 50th Anniversary Leadership Committee, UC Santa Cruz Social Science Board and was the Keynote Speaker for the Multi Cultural Career Conference and Scholarship Benefit Dinner.
Rebeca Burciaga
High School Academy
Rebeca Burciaga, Ph.D. – Member, Board of Directors
Rebeca Burciaga is an Associate Professor at San José State University in the Department of Educational Leadership in the Connie L. Lurie College of Education. Dr. Burciaga has worked and conducted research with students, schools, and families for over twenty years, focusing on understanding and challenging educational practices and structures that produce and reproduce racial, ethnic, gender, and class inequalities, specifically with respect to Latina/o communities. She specializes the study of qualitative research methodologies including testimonio and ethnography. Her current research and teaching is focused on cultivating asset-based mindsets in teachers and administrators that work with youth of color. Dr. Burciaga is a co-founder and co-director of the Institute for Teachers of Color Committed to Racial Justice. She has an undergraduate degree from the University of California at Santa Cruz, a master’s degree from the Harvard Graduate School of Education, and a Ph.D. in Education from the University of California at Los Angeles. Her research has been supported and recognized by the Spencer Foundation, the Ford Foundation, the National Institute of Health, and the American Association of University Women. Her most recent scholarship can be found in Equity & Excellence in Education, the Association of Mexican American Educators Journal, and the Educational Administration Quarterly. Rebeca’s work is strongly influenced by a dual understanding of education – one that recognizes the importance of education (schooling) and educación (values).Educación is a word in Spanish that extends the definition of education beyond schooling to include a way of acting with values such as respect, integrity, and community responsibility. The Mexican proverb, “la educación nace en la cuna” (education begins in the cradle), celebrates and legitimizes the important roles community and culture play in developing una persona educada and a well-educated person. I embrace both understandings of education and educación, thereby honoring what all students bring to educational settings.
Rebeca Burciaga
Rebeca Burciaga