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Parents at Berkeley High School are frustrated with the progress the school is making in addressing harsh criticism that African-American and Latino students are not receiving the same education of Asian and Caucasian students.  

Last year, the Western Associatåion of Schools and Colleges – the school’s accrediting agent – threatened to pull its accreditation if the school does not show marked progress by this Spring. That is when a team of inspectors from the association will visit Berkeley High to reevaluate the school. If the school loses its accreditation, a Berkeley High diploma would have little weight when it comes time for students to apply to college. 

In response, some 150 parents gathered at the school Saturday to hash out their differences and prepare a document that proves the school has made progress after the accrediting agent’s 1999 report. Input from parents, students, teachers, administrators and staff will be included in the report, which is due in December. 

“If we really want Berkeley High to get full accreditation, it’s imperative that we all get involved,” said School Board President Joaquin Rivera. 

However, parents at the meeting told stories reflecting the vastly different experiences of their children. White parents discussing student achievement cited some excellent teachers and diverse classes as the school’s strengths.  

“If you can get them!” interjected black parents. 

Parents complained that students who don’t know their options often end up on academic tracks that will not prepare them for college. Even students who know what they want are often misinformed by counselors, parents said. 

“My son is really into computers and he already wants to know what he wants to do as a career,” said one African-American mother. “He wasn’t able to get any of the classes he wanted. He has no classes in the seventh period, so he’s roaming around,” she said. 

“What are strengths for one group are weaknesses for another group,” said Jean Wang, a University of California at Berkeley researcher on a four-year study of diversity at the school. At least at this meeting, “there’s much more recognition of the achievement gap as a problem,” said Wang.  

Last year, the school set up 11