{"monthlySchoolDonationEnabled":false,"callToActionDisplayName":"Lowell High School","outOfStateSupporters":15.1,"allowSchoolLevelGiving":true,"hasFundedProjects":true,"projectGratitudeData":[{"teacherId":3736092,"projectId":9291897,"letterContent":"The \"Opening Worlds\" project has transformed our Ethnic Studies curriculum from a standard history course into a living, breathing exploration of what it means to be human in America. By putting these three specific novels into the hands of our nearly 1,000 students, you have provided them with more than just reading material; you have given them the tools to build a more empathetic and critical world.\r\n\r\nTo a casual reader, a novel is a story. To an educator, it is a laboratory for critical thinking. Through these texts, we are teaching students to navigate \"Mirrors, Windows, and Sliding Glass Doors\" a framework where books reflect one's own life, provide a view into another's, or allow the reader to step into a different world entirely.\r\n\r\nThe lessons introduced by these texts are sophisticated and timely with Hearts Unbroken, students move beyond the \"historical\" view of Native Americans often found in textbooks. They learn to analyze contemporary Indigenous identity and resilience, practicing the skill of identifying and questioning media bias. The text, Last Night at the Telegraph Club allows us to teach the 1950s Red Scare not as a dry list of dates, but through the intersectional lens of a young Chinese American woman. Students learn to connect personal identity with broader political movements. The text, All American Boys uses two narrators to address racial bias. This teaches students the academic skill of comparative analysis, evaluating how different perspectives shape the \"truth\" of a single event.\r\n\r\nIn our classroom, reading is a social and dynamic experience. You won't find rows of students silently staring at pages for an hour. Instead, the room is often buzzing with the energy of a Socratic Seminar, where students use evidence from the novels to debate complex social issues.\r\n\r\nYou might see a group of students huddled over a map of 1950s San Francisco, tracing the steps of the characters in Last Night at the Telegraph Club, or a circle of students passionately discussing the nuances of systemic justice found in All American Boys. These books serve as \"springboards\" for analytical writing and creative synthesis projects, where students might create a modern-day \"survival guide\" based on the themes of resilience found in the texts.\r\n\r\nOur school is a \"rich mosaic,\" and the impact of these books is most visible in the faces of students who finally see themselves represented in the curriculum. For Native American and Indigenous Students students, seeing a modern protagonist in Hearts Unbroken is transformative. It validates their current reality rather than relegating their culture to the \"past tense\" of a history book. Many of our Chinese American students have expressed how powerful it is to read about their own local history in San Francisco. It fosters a deep sense of belonging and pride to see their heritage centered in a scholarly environment. All American Boys provides a vital \"safe space\" to process the heavy realities of racial bias. For many, this book is the first time our African American/Black Students have seen their personal fears and observations addressed with such honesty in a school setting.\r\n\r\nBy providing these sets, you have directly impacted a massive cohort. In a school of this size, having enough copies for 1,000 students ensures that access to high-quality literature is not a luxury, but a standard. When students have access to stories that mirror their lives, their engagement levels skyrocket; we have seen higher participation rates and more complex writing samples from students who previously struggled to connect with traditional curriculum.\r\n\r\nYour generosity has turned our classroom into a space where every student, regardless of their background, can find a story that speaks to them. You haven't just bought books; you've invested in the identity and agency of future leaders.","fullyFundedDate":1746834570795,"projectUrl":"project/opening-worlds-identity-and-understandi/9291897/","projectTitle":"Opening Worlds: Identity and Understanding Through Powerful Stories","teacherDisplayName":"Ms. Matthews","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp3736092_orig.jpg?crop=2448,2448,x0,y0&width=272&height=272&fit=bounds&auto=webp&t=1757462552646","teacherClassroomUrl":"classroom/ms-matthewsteaches"},{"teacherId":3736092,"projectId":9327543,"letterContent":"This project has provided more than just paper and ink; it has provided mirrors and windows for nearly 1,000 Ethnic Studies students. By introducing contemporary narratives like Hearts Unbroken and All American Boys, we have moved beyond traditional history books to explore the lived experiences of diverse communities in a way that resonates deeply with our students' own lives.\r\n\r\nWhile reading is the foundation, these texts introduce sophisticated academic and social-emotional skills. Through Hearts Unbroken, students are learning to deconstruct stereotypes and analyze the concept of resilience within contemporary Native American communities. They aren't just reading a story; they are developing critical literacy, learning to identify how media and history can misrepresent indigenous voices.\r\n\r\nIn All American Boys, the dual-perspective narrative requires students to practice perspective-taking and structural analysis. They are tasked with looking at a single event through two different lenses, which sharpens their ability to hold complex, often conflicting truths. This translates into stronger analytical writing and the ability to argue a point using evidence from multiple viewpoints, a vital skill for college and career readiness.\r\n\r\nIn our classroom, reading is not a silent, solitary act. It is the \"spark\" for a high-energy, collaborative environment. On a typical day, you might see:\r\n\r\n1. Socratic Seminars: Students sitting in a circle, debating the choices made by characters and connecting those choices to real-world social justice issues.\r\n2. Analytical Journals: Students documenting their emotional and intellectual reactions to the text, bridging the gap between their personal identity and the curriculum.\r\n3. Creative Synthesis: Using the themes of the books to create original art, poetry, or digital presentations that reflect their own cultural heritage.\r\n\r\nWe have seen a profound shift in engagement, particularly among our students from marginalized backgrounds who have historically felt \"invisible\" in their school curriculum.\r\n\r\nFor our Native American and Indigenous students, seeing Hearts Unbroken on the syllabus is a powerful validation of their contemporary existence, moving the narrative away from \"historical victimhood\" to modern-day agency. Similarly, for our Black and Brown students, All American Boys provides a safe space to process complex emotions regarding systemic racism and police-community relations.\r\n\r\nOne of the most rewarding impacts is seeing students who previously identified as \"non-readers\" become the most vocal participants in class. When a student sees their own neighborhood, their own language, or their own struggles, the barrier to literacy disappears. They aren't just reading for a grade; they are reading for understanding.\r\n\r\nYour support has ensured that these students do not just learn about history they learn how to navigate the present. By providing these books, you have empowered a new generation of thinkers to approach the world with more empathy, more skepticism of easy answers, and a stronger sense of their own place in the American story.","fullyFundedDate":1746834254193,"projectUrl":"project/opening-worlds-identity-and-understandi/9327543/","projectTitle":"Opening Worlds: Identity and Understanding Through Powerful Stories Part 2","teacherDisplayName":"Ms. Matthews","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp3736092_orig.jpg?crop=2448,2448,x0,y0&width=272&height=272&fit=bounds&auto=webp&t=1757462552646","teacherClassroomUrl":"classroom/ms-matthewsteaches"},{"teacherId":1493674,"projectId":9586553,"letterContent":"Thanks to your generosity, our classroom now has full class sets of Brave New World by Aldous Huxley, and the impact has been immediate and profound. This novel opens up essential discussions about technology, individuality, power, and conformity, and it has become a centerpiece of our rhetorical analysis work. Students are not only reading closely for tone, diction, and syntax, but also grappling with the novel's themes and how Huxley's warnings resonate in today's world. The novel has been a springboard for discussions about surveillance, conditioning, and the price of stability: topics that are both timeless and timely.","fullyFundedDate":1755703158640,"projectUrl":"project/o-brave-new-world/9586553/","projectTitle":"O brave New World","teacherDisplayName":"Mr. Ritter","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp1493674_orig.jpg?crop=788,788,x424,y282&width=272&height=272&fit=bounds&auto=webp&t=1755459200847","teacherClassroomUrl":"classroom/1493674"},{"teacherId":7081303,"projectId":9385378,"letterContent":"Thank you for your support of my Ethnic Studies students. Your contribution has now benefited all ethnic studies classes, as the hardcover books are great to check out for students who need a book at home because of spotty wifi. \r\n\r\nBefore your contribution, the students did not have a textbook to use in class. Teachers would need to make copies of articles and other readings for students to use. This gave each ethnic studies class a different experience, depending on who the teacher was. Now, with a textbook, all ethnic studies share the same content and enrichment as one another.\r\n\r\nWithout your generosity, students would miss out on the rich myriad of stories and threads that the new textbook provides. Thank you so much for your kind donation!","fullyFundedDate":1750870725788,"projectUrl":"project/voices-for-all-students/9385378/","projectTitle":"Voices for All Students","teacherDisplayName":"Ms. Yoshimura","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp7081303_orig.jpg?crop=270,270,x232,y141&width=272&height=272&fit=bounds&auto=webp&t=1622140075531","teacherClassroomUrl":"classroom/7081303"},{"teacherId":7081303,"projectId":9170981,"letterContent":"Thank you for your donation of color cartridges for the color printer in our room. We used them most recently to print our Iconic Brain Projects for AP Psychology. The projects required us to identity 7 parts of the brain of our chosen individual and explain how they use that part of their brain in their everyday life. We then printed out our brains to hang up on the wall, getting ready for our 8th grade parent night where we showcase our work.\r\n\r\nWith your support, this project was possible. Additionally, our teacher has been able to print some of our testing material in color - charts and graphs that are provided as part of the curriculum that can not be read in black and white.\r\n\r\nWe appreaciate your support!\r\n\r\nMs. Yoshimura's students.","fullyFundedDate":1749139120144,"projectUrl":"project/the-magic-of-color/9170981/","projectTitle":"The Magic of Color!","teacherDisplayName":"Ms. Yoshimura","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp7081303_orig.jpg?crop=270,270,x232,y141&width=272&height=272&fit=bounds&auto=webp&t=1622140075531","teacherClassroomUrl":"classroom/7081303"},{"teacherId":583537,"projectId":5698083,"letterContent":"We are thankful to have all of you as supporters of our school community. At a time when public education is facing continued budget limitations, we value individuals like you who stand for equitable and accessible education, and who are willing to help ensure that teachers have the resources that they need.\r\n\r\nThrough this project, my students will each have the supplementary prep books that will help them in preparing for the AP Chemistry exam. I am so thrilled to have these prep books available to start the school year! My students will now have sufficient opportunity to practice and improve their results. All this would not be possible without your support.","fullyFundedDate":1634856650031,"projectUrl":"project/ap-chemistry-prep-books/5698083/","projectTitle":"AP Chemistry Prep Books","teacherDisplayName":"Mr. Fong","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/272x272/tp583537_272x272.jpg?width=272&height=272&fit=bounds&auto=webp&t=1486144486847","teacherClassroomUrl":"classroom/fong"},{"teacherId":583537,"projectId":9099420,"letterContent":"We are thankful to have all of you as supporters of our school community. At a time when public education is facing continued budget limitations, we value individuals like you who stand for equitable and accessible education, and who are willing to help ensure that teachers have the resources that they need.\r\n\r\nThrough this project, my students will each have the supplementary prep books that will help them in preparing for the AP Chemistry exam. I am so thrilled to have these prep books available to start the school year! My students will now have sufficient opportunity to practice and improve their results. All this would not be possible without your support.","fullyFundedDate":1742954099999,"projectUrl":"project/ap-chemistry-prep-books/9099420/","projectTitle":"AP Chemistry Prep Books","teacherDisplayName":"Mr. Fong","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/272x272/tp583537_272x272.jpg?width=272&height=272&fit=bounds&auto=webp&t=1486144486847","teacherClassroomUrl":"classroom/fong"},{"teacherId":3736092,"projectId":9362933,"letterContent":"Yesterday, we successfully laid the groundwork for a year-long initiative focused on culturally responsive teaching. The success of our first session demonstrates that meaningful professional growth is best achieved when it is collaborative, purposeful, and directly applicable to the daily work of educators. Due to your generous donation of 100 copies of Zaretta Hammond's Culturally Responsive Teaching and the Brain, we were able to move beyond passive learning and create a powerful, collaborative experience that will have a lasting impact on our school community.\r\n\r\nIn reviewing the feedback from yesterday's session it highlights that our time together was highly effective, with faculty members expressing how much they valued the opportunity to learn with and from their colleagues. Our collaborative structure of reading together and then discussing the information fostered a shared sense of ownership over the learning process and encouraged deeper, more nuanced discussions about a complex topic.\r\n\r\nBecause every teacher had a personal copy of the book, we were able to engage in a hands-on jigsaw reading activity. This was a crucial step, ensuring that every teacher built a foundational knowledge of key concepts from the book, such as \"how culture shapes the brain\" and the \"four practice areas of culturally responsive teaching.\" This created a shared vocabulary and understanding across our diverse departments. Following this, the interactive sharing activity in trios was a powerful catalyst for collaboration. By requiring teachers from different groups to synthesize information and visually represent it, the activity solidified individual learning and fostered cross-disciplinary connections. This approach ensured that the knowledge was not just absorbed but was actively processed and shared in a meaningful way.\r\n\r\nUltimately, the impact of these sessions will extended beyond just the content. It has provided a powerful and positive start to the school year, fostering a stronger sense of community and collaboration among the faculty. The strategic use of Hammond's book as a shared text, combined with a highly collaborative faculty meetings, has created a solid foundation for our school-wide journey toward a more equitable and inclusive learning environment. The collective effort and positive energy from yesterday's session are a testament to our commitment to professional growth and, most importantly, to the success of all our students.\r\n\r\nThis was just the beginning of our work. With the books in hand and a shared commitment to this professional development, we are all looking forward to continuing this journey throughout the year. We are excited to see how these practices take shape in our classrooms and how they will ultimately create a more supportive and enriching experience for every student at Lowell High School. Thank you for making this work possible.","fullyFundedDate":1749139298485,"projectUrl":"project/culturally-responsive-cardinals/9362933/","projectTitle":"Culturally Responsive Cardinals","teacherDisplayName":"Ms. Matthews","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp3736092_orig.jpg?crop=2448,2448,x0,y0&width=272&height=272&fit=bounds&auto=webp&t=1757462552646","teacherClassroomUrl":"classroom/ms-matthewsteaches"},{"teacherId":3736092,"projectId":9178687,"letterContent":"Thanks to the generous contributions of our donors, our classroom received the \"Mobility Matters: Wheelchairs for Emergency Preparedness\" project. This project has equipped our school with the resources to ensure the safety and mobility of all our students during an emergency.\r\n\r\nThe new wheelchairs are being integrated into our emergency preparedness and safety curriculum. We've incorporated hands-on lessons where faculty and students practice different emergency scenarios, such as a fire drill or an earthquake. During these drills, faculty and students learn to safely and efficiently assist their peers with mobility challenges.\r\n\r\nA particularly impactful moment occurred during a recent student-led fire drill with our YPAR students during our BuyBack PD days for teachers. A student modeled for staff how to use a wheelchair was able to be evacuated swiftly and safely. This was a powerful student led demonstration of how the project not only provides equipment but also fosters a culture of empathy and teamwork among our community.\r\n\r\nOur students and staff were eager to learn how to use them and to help our students. One teacher said, \"I feel so much better knowing that we have these now. I won't have to worry about my students if there's an emergency.\" This project has inspired our students to take an active role in their own safety. Our next step to practice our school wide emergency plan and share during Registry how to use wheel chairs in the even of an emergency.\r\n\r\nThank you again to our donors for making this project possible. You have empowered our students and faculty and created a safer, more inclusive environment for everyone.","fullyFundedDate":1746554969529,"projectUrl":"project/mobility-matters-wheelchairs-for-emerge/9178687/","projectTitle":"Mobility Matters: Wheelchairs for Emergency Preparedness","teacherDisplayName":"Ms. Matthews","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp3736092_orig.jpg?crop=2448,2448,x0,y0&width=272&height=272&fit=bounds&auto=webp&t=1757462552646","teacherClassroomUrl":"classroom/ms-matthewsteaches"},{"teacherId":3736092,"projectId":9178721,"letterContent":"Thanks to your generosity, our Wellness Center received the \"Don't Cramp Your Style: Period Power\" project, which has made a significant impact on our female students. This project has given them the reassurance that they will always have access to feminine hygiene supplies at school.\r\n\r\nThe new resources are being used to support a safe, comfortable, and stress-free learning environment. In our classroom, we have a designated, placed basket in a accessible location with a variety of pads, tampons, and liners. This is a free and accessible resource for all students, no questions asked.\r\n\r\nThis simple addition has already led to a powerful moment in our school. Recently, a student explained that it made her feel seen and cared for, and that she no longer has to worry about an unexpected period. This led to an open and honest conversation about periods, and the students were able to ask questions and share their experiences without fear of judgment. Another student said it felt like a weight had been lifted off her shoulders, as she had previously felt embarrassed to ask for supplies. Seeing their reactions confirmed the need for this project and the positive impact it has had on their self-esteem and peace of mind.\r\n\r\nThank you again to our donors for making this project possible. You have empowered our students and created a ripple effect of positivity in our school community.","fullyFundedDate":1745577575683,"projectUrl":"project/dont-cramp-your-style-period-power/9178721/","projectTitle":"Don't Cramp Your Style: Period Power","teacherDisplayName":"Ms. Matthews","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp3736092_orig.jpg?crop=2448,2448,x0,y0&width=272&height=272&fit=bounds&auto=webp&t=1757462552646","teacherClassroomUrl":"classroom/ms-matthewsteaches"},{"teacherId":5312608,"projectId":9114337,"letterContent":"Thank you so much for funding my project for whiteboards! I used them for the first time today in one of my Algebra 2 classes, and it made such a positive difference.\r\n\r\nInstead of our usual \"Do Now\" warm-up, where students work independently, I had table groups solve a math problem together and show their work on the portable whiteboards. It was wonderful to see students collaborating and engaging with each other. I was able to walk around the room and quickly assess which groups understood the concept—something that's much harder to do with paper alone. It was a refreshing and effective change to our usual routine.\r\n\r\nOnce again, thank you for your generosity. I'm so grateful to have these bright, new tools for my deserving students—they're already making an impact!","fullyFundedDate":1743005169779,"projectUrl":"project/we-solved-that-math-problem-together/9114337/","projectTitle":"We Solved That Math Problem - Together!","teacherDisplayName":"Mr. Chu","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp5312608_orig.jpg?crop=480,480,x110,y0&width=272&height=272&fit=bounds&auto=webp&t=1565480617201","teacherClassroomUrl":"classroom/5312608"},{"teacherId":5312608,"projectId":9091375,"letterContent":"Thank you so much for your generous donation of snacks for my math classes! Now, whenever my students are hungry, I get to announce, \"It's Snack Time!\"—a moment they always look forward to.\r\n\r\nI've noticed a real difference in their ability to focus, as a small snack helps keep their minds on math instead of their growling stomachs. This has been especially valuable on our long block days (90-minute classes!), where a quick snack break provides not just nourishment but also a much-needed mental reset.\r\n\r\nMy students are incredibly grateful, and many were amazed that there are people out there who truly care about their well-being. Your kindness has made a meaningful impact in our classroom, and we appreciate it more than words can say!","fullyFundedDate":1741065927910,"projectUrl":"project/fill-empty-stomachs-to-support-learning/9091375/","projectTitle":"Fill Empty Stomachs to Support Learning!","teacherDisplayName":"Mr. Chu","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp5312608_orig.jpg?crop=480,480,x110,y0&width=272&height=272&fit=bounds&auto=webp&t=1565480617201","teacherClassroomUrl":"classroom/5312608"}],"pageName":"schoolpage_4400","usesDonorsChoose":true,"infoPageType":"school","demographicsInfo":{"numStudents":2540,"numTeachers":126,"percentFrplEligible":40,"percentAsian":52,"percentBlack":2,"percentWhite":16,"percentIndigenous":0,"percentLatinx":17,"showFreeAndReducedPriceLunchInfo":true,"showDemographicsInfo":true,"sourceTooltipString":"the National Center for Education Statistics","gradesServed":"9 - 12","studentTeacherRatio":"20.2:1","demographicsDataSource":"MDR School","equityFocus":false,"titleOne":false,"metroType":"URBAN","ncesMetroType":"CITY_LARGE"},"inStateSupporters":84.9,"schoolId":4400,"financialInfo":null,"twitterShareText":"Learn more about Lowell High School on @DonorsChoose:","schoolName":"Lowell High School","canonicalPageUrl":"schools/california/san-francisco-unified-school-district/lowell-high-school/4400"}