The challenge of improved A to G completion is also complex.

 I am not going to try to win votes by scapegoating educators, blaming them for disappointing indicators such as graduation rate. I know just how committed our educators  our teachers and administrators  are to student achievement. On time graduation is a complex problem that includes factors beyond the schools reach. This is clearly evident in the state graduation rate for 2007-08 of 80.2 percent. Statewide, one in five students do not graduate with their class. This is a state and local problem. As Trustee I would advocate that the first priority of the Boards time and decision making be improved on time graduation rate.  The A to G requirements are substantial in number. There are so many that it is difficult for a student to complete all of them under the best of circumstances. And these days, when the states annual deficit is more than $40 billion, are not the best of circumstances.  The District does not have the funding to provide students much more than five periods of instruction a day. The result is students must often choose between classes that meet their A to G completion requirements and enrichment programs such as band, choir, drama and art programs. As a KHSD Trustee,  my focus would be on Board attention to increasing the opportunities for students to complete the A to G requirements and enjoy a full exploration while in high school of their gifts and interests.  To be relevant, the comprehensive high school experience should strongly include ample career exploration and preparation.An additional indicator of the need to increase the academic rigor of the Districts curriculum is the relatively high percentage of students who are accepted to the states university systems but are not sufficiently academically advanced enough to take true college courses their freshman year. Officials at California State University, Bakersfield report a high percentage of incoming freshmen must take remediation courses in English and math their freshman year. This increases the time required to earn a college degree. faculty also hold higher degrees (Wardwell, 1992). Clinical sciences faculty must either have a baccalaureate degree, several years of chiropractic experience, or teaching experience at an institution of higher education (CCE, 1995). Table 7. Subjects Taught in a Typical Trimester-Based Chiropractic Program, by Year and Numbers of Contact HoursWindows 7 Ultimate 32 bitYear 1 Year 2 Year 3 Year 4General anatomy (210)* Pharmacotoxicology (30) Integrated chiropractic clinical application (90) Clinical internship (450)Functional anatomy and biomechanics (210) Clinical microbiology (90) Physiological therapeutics (30)  Histology (90) Pathology (135) Chiropractic principles (75)  Human biochem. (105) Chiropr. principles (60) Practice management (75)  Chiropr. principles (90) Chiropr. procedures (300) Imaging interpretation (90)  Clinical chiropractic (60) Physics and clinical imaging (90) Radiological position and technique (30)  Palpation (120) Clinical orthopedics and neurology (180) Differential diagnosis (90)  Neuroscience (120) Nutritional assessment (60) Clinical application of manual procedures (60)  Normal radiological anatomy (90) Community health (60) Clinical internship (390)  Human physiology (135) Physiological therapeutics (105) Dermatology (15)  Fundamentals of nutrition (60) Clinical nutrition (60) Clinical psychology (15)  Introduction to physical examination skills (120) Research methods (30) Obstetrics/gynecology (15)  Chiropractic procedures (105) Practice management (30) Pediatrics