John Rhinehart

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John Rhinehart

Prior offices:

Chaffey Joint Union High Board of Trustees At-large

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Elections and appointments

Last election

November 4, 2014

Education

Other

California State University, San Bernardino

Graduate

University of Texas, Austin

Personal

Profession

Retired educator and businessman

Contact

Personal website

John Rhinehart is an at-large member on the Chaffey Joint Union High School District Board of Trustees in California. He was first elected to the board on November 4, 2014.

He ran against three incumbents and five fellow candidates in the general election on November 4, 2014. John Rhinehart won the general election on November 4, 2014.

Elections

2014

See also: Chaffey Joint Union High School District elections (2014)

Three at-large seats on the Chaffey Joint Union High School District Board of Trustees were up for general election on November 4, 2014. The race featured three incumbents, Arthur R. Bustamonte, Josie S. Estrada and Charles J. Uhalley, and six challengers, John Rhinehart, Gil Zendejas, Kathy Espinosa, Sharon Arellano, J. Steve Garcia and Darla Lucido.

Bustamonte and Uhalley won their bids for re-election, but Estrada came in fourth and lost her seat. Newcomer Rhinehart won the third at-large seat on the board.

Results

Chaffey Joint Union High School District,
At-Large General Election, 4-year term, 2014

Party		Candidate	Vote %	Votes
	Nonpartisan	Charles J. Uhalley Incumbent	17.6%	19,434
	Nonpartisan	Arthur R. Bustamonte Incumbent	15.3%	16,895
	Nonpartisan	John Rhinehart	14.2%	15,743
	Nonpartisan	Josie S. Estrada Incumbent	13.2%	14,600
	Nonpartisan	Gil Zendejas	9.3%	10,335
	Nonpartisan	J. Steve Garcia	9.1%	10,068
	Nonpartisan	Sharon Arellano	7.8%	8,658
	Nonpartisan	Darla Lucido	7.7%	8,541
	Nonpartisan	Kathy Espinosa	5.7%	6,278
Total Votes				110,552
Source: San Bernardino County Registrar of Voters, "Final Official Election Night Results," accessed December 19, 2014

Funding

Rhinehart reported $2,716.00 in contributions and $2,678.23 in expenditures to the San Bernardino County Registrar of Voters, leaving his campaign with $37.77 cash on hand as of October 18, 2014.

Endorsements

Rhinehart did not receive any official endorsements for this election.

Campaign themes

2014

Rhinehart highlighted the following issues on his campaign website:

“	1. The Role of Testing in Our Schools Most students, parents, and educators agree that California students are in danger of being "over-tested". Every spring, students are subjected to the STAR/CST competency exams in the sciences, math, English, and Social Studies. In 10th grade, they are also required to take the California High School Exit Exam (CAHSEE). If this test is not passed in 10th grade, a student continues to take the test every year, because passing the CAHSEE is a requirement for graduation. Additionally, English Language Learner's (ELL students) are required to take the California English Language Development Test (CELDT). And periodically, certain grade levels and certain classes are asked to participate in the National Assessment of Student Progress (NAEP). All of these tests are in addition to the tests administered in classrooms by subject area teachers. Because current educational theory holds that "frequent testing" of students in their academic classes is an ideal way to assess student progress, our students complain that "all we ever do is take tests". Fortunately, change is on the way. The STAR/CST system in its current form will be replaced by the California Assessment of Student Performance and Progress (CAASPP), the CELDT test is being revised, and there is discussion about blending the high school exit exam into the new CAASPP. Hopefully, we can reduce the number of mandated standardized tests our students must take. Are tests important? Yes. They measure progress. But they must be intelligently used and their results fairly analyzed. In the past, test results have been interpreted as a measure of whether a student - or even a whole school or whole school district - was "successful" or not, and whether a teacher was effective, or not. This "one-size-fits-all" testing approach discouraged student and teacher creativity. Memorization of formulas, procedures, and facts were stressed, almost to the exclusion of everything else. Are formulas and facts important? Yes. They are tools we use in the learning process. But memorization of formulas and facts through a "drill and kill" process should not be the only measure of progress. Synthesizing material from various sources, drawing conclusions after examining a set of documents, maps, instructions, or plans, and generally "thinking outside the box" must be built into our educational system. Creativity in our students must be encouraged, not discouraged. Individual differences between students must taken into consideration inside and outside the classroom. Teachers must be given the freedom to explore new and exciting ways to make subject matter interesting to students. It should now be clear to everyone that using tests as the one and only measure of student learning and teacher effectiveness is not only inaccurate, it is also fundamentally unfair. As a member of the Board of Trustees, John Rhinehart will advocate for a fair testing system for students, and a fair evaluation system for teachers. If high school education in the United States today has any weakness, it is that problem-solving, clear communication in writing and in speech, and development of critical thinking have not been consistently emphasized school-to-school, district-to-district, and state-to-state. For this nation to continue the progress we have made the past 238 years, this must change, and it is for that reason that we are now seeing major changes in American classrooms. 2. The Common Core Standards You have probably heard by now the talk about the Common Core Standards (CSS), or the Common Core State Standards (CCSS). What are they? The Common Core Standards are "learning goals for what students should know - and be able to do - at each grade level". These skills and knowledge build on each other, grade level to grade level. California adopted the standards in August 2012, and schools state-wide are in the process of implementing them. It is almost certain that the Common Core Standards will be more difficult for most of our students than the standards we used in the past. Are high standards important? Yes, of course. We always want to aim high, in school, in our jobs, and in life generally. But in the field of education, we must be sure we do not repeat the mistakes of the past. We know that the way we educated students in the past does not prepare them for the challenges of college and careers today. According to a 2011 study by the California Legislative Analyst's Office, over 50% of freshmen entering the California State University system were not prepared for college level math or English courses. What does this mean? It means that before they can even begin their college careers, those students must take remedial courses for which they have to pay, and for which they receive no college credit. This increases the overall expense and time spent in college. According to the same report, 25% of freshmen entering the University of California system were not proficient in math and English and were required to take remedial courses. And the situation is worse in our community colleges. And California is not alone. As a consequence, the governors and state superintendents of education of 48 states met several years ago to develop the Common Core Standards. The idea of these standards is to ensure that all students graduating from American high schools are fully prepared to take introductory courses at two-year, four-year, and technical schools, without the need for remediation. To date, 44 of the 50 states and the District of Columbia have committed to using some form of the new standards. As mentioned before, the Common Core Standards were adopted by the state of California in August 2012 and are now being implemented in schools throughout the state, including the schools of Chaffey Joint Union High School District. John Rhinehart believes that for the Common Core Standards to function successfully within our schools, all parties affected by the new standards must be included in the discussion. This change in American education is too important to be left to a handful of "experts". Students, parents and teachers must know what is expected of them and how the test scores are to be used. Teachers must be thoroughly trained in implementing and using the standards. Of special concern is how the Common Core Standards will affect our special needs and English Language Learner (ELL) students. For the Common Core Standards to succeed, students, parents, teachers, colleges, universities, technical schools, businesses, local and state government employees and leaders, public safety agencies, all must have meaningful input into when and how the Common Core Standards will be put into action, and what the consequences of their implementation will be for all segments of the school population. 3. School Safety As parents, we have every right to expect that our students will arrive home safely from school. There is clear agreement among students, parents, educators, public safety agencies, and the general community, that the safety of our students is an issue that deserves our constant attention, and our best efforts. As a member of the Board of Trustees, John Rhinehart will support the effort now underway to identify at every campus how we can make our schools more secure. He will support increased collaboration and cooperation between our campuses and our local police and fire departments. And he will monitor the district's continuing commitment to disaster preparedness at all campuses. The Chaffey District provides a level of basic emergency supplies and equipment to each school site, and provides school staff with training in emergency situations. John Rhinehart supports this effort because it is not only a practical necessity, it is a moral responsibility. The problem of illegal drugs on our school campuses cannot be ignored. The Chaffey District has met this challenge to our young people head on by educating students in the hazards of illegal drug use and by making a sustained effort to keep illegal substances from infiltrating our schools. It is not an easy task, but John Rhinehart believes that 1) we must keep trying - we owe it to our children, and 2) a combination of counseling, suppression, cooperation with parents, and on-going vigilance, will always work to the benefit of our students. The issue of bullying has moved to the forefront in American schools. With the spread of social media, students are now sometimes subjected to electronic, as well as physical, bullying. The consequences of letting bullying go unchecked are serious. Student grades suffer and students may become withdrawn, sad, or depressed. School attendance may suffer. There have even been student suicides. The Chaffey district has moved aggressively to address this important issue. Anti-bullying education has been integrated into the curriculum, and teachers have received staff development training in how to recognize signs that bullying may be taking place. For more information on bullying and actions you can take as a parent to help prevent it, go to www.cde.ca.gov/ls/ss/se/bullyingprev.asp, or NEA Parent Guide. With parent permission, students should have access to licensed family therapists, or at a minimum, interns in family therapy. Students in crisis frequently reach out to their teachers, academic counselors, or school resource officers. Sometimes these individuals themselves need assistance helping students work their way through a situation, or a crisis. Group and individual therapy by on-campus professionals, usually from nonprofit agencies, has been found to be effective for students experiencing grief at the death of a parent or other relative, or grief generated through other causes, such as divorce. Anger management counseling on campus has also yielded encouraging results. John Rhinehart supports establishing a close working relationship with community agencies that provide professional counseling services (usually free), and working to find funding sources at the state or federal level to provide on-campus crisis counseling services to our students. As a member of the Board of Trustees, John Rhinehart will always focus on and support efforts that improve the safety and health of our students. 4. Facilities In November 2012, the voters of the Chaffey Joint Union High School District passed Measure P. Measure P gave the district authority to sell up to $848 million in bonds to be sold over 40 years. Over half of the high schools in the district are over 40 years old, and even the newer schools (Los Osos, Colony) are showing the wear of daily use by thousands of students. Measure P funds will be used to upgrade EVERY classroom, science and computer lab and library in the district. Plumbing and electrical infrastructure will be brought up to date. Funds will also be used to upgrade existing classroom technology, and to install energy and money-saving devices - such as solar panels - where possible. The idea is to provide modern, equal facilities for all students in the district, east to west, and north to south. It is important to know that Measure P funds cannot be taken away by Sacramento, and that the money will be used only to upgrade the high schools of the Chaffey Joint Union High School District. Not a single penny of Measure P money will be used for teacher or administrator salaries or pensions. Measure P also requires 1) a detailed expenditure plan explaining precisely how funds will be spent, 2) that a Citizens Oversight Committee composed of community residents, including a taxpayer advocate, be formed, and that it meet not less than once a year, 3) all Measure P expenditures will be audited every year by an independent auditor. All of these elements are now in place, and all documents related to Measure P are open to public inspection. John Rhinehart supports the Citizens Oversight Committee and the commitment of the Board of Trustees to see that all Measure P funds are spent as the taxpayers intended. 5. Access to After-School Tutoring Programs Now, more than ever, our students need before and after school tutoring support. John Rhinehart supports not only the continuation of the current system of before and after-school tutoring programs in the district, he believes it should be expanded. The recent addition of Saturday "makeup" or "study session" classes at every campus in the Chaffey District has been very successful, and this should be continued. Staffed by highly qualified teachers who are experts in their subject area, these tutoring programs benefit students in many ways. In the Chaffey District, most teachers are always willing to assist students with their academic studies before or after school, and virtually all campuses in the district have some form of before or after school academic assistance program. John Rhinehart supports additional assistance for students and teachers involved in the before and after school tutoring programs. 6. Curriculum The high schools of the Chaffey Joint Union High School District provide a curriculum rich in the academic "core" subjects. Math, Sciences, English Language Arts, and Social Studies are thriving in our high schools. There is no doubt that over the past twenty years, the rigor, or "difficulty", of most "core" high school classes has increased over the years. This is in response to the requests of colleges, the workplace, and the military, for ever-more qualified students. Over the past decade, there has been an increase in the number of Advanced Placement (AP) courses offered on every campus in the Chaffey District. It has been a conscious policy of district leadership to make more of these challenging courses available to students. Some AP classes are available to students as early as 10th grade. Advanced Placement classes are college-level and feature a curriculum that is used in every AP class offered across the U.S. and internationally. In May of each year, students take AP exams which, if passed, earn them college credit. These challenging classes are open to all students on a "first-come, first-served basis", after consultation with parents, teachers, and academic counselors. Students in the Chaffey Joint Union High School District have many opportunities at all campuses to take Advanced Placement classes and Advanced Placement tests. Over the past ten years, the fine arts, the performing arts, and career and technical education have suffered on California high school campuses. The standardized tests that hit high school education full force about 15 years ago caused high schools to focus on those subjects on which students would be tested. Math, science, English Language Arts, and the Social Sciences were tested by state-generated STAR/CST exams, and English and math by the CAHSEE. The physical conditioning of students was also state-tested. This led to an increased stress by administrators and teachers on the subjects that were to be tested, too frequently at the expense of the arts and career and technical education. Consequently, how students performed on the STAR/CST and CAHSEE tests determined a school's API, a numerical score or "grade" given to every California school. Because everyone wanted and was expected to have a high API, testing became an end in itself instead of what it was originally intended to be, a means to an end. Administrators, teachers, students, and parents were caught in a system in which they had little or no say. John Rhinehart supports increased course access for all students to courses in not only math, science, social science and English Language Arts, but also in career, business, and technical education, computer sciences, health, physical education and the visual and performing arts, regardless of what school the student may attend. The Importance of the Arts in Education John Rhinehart agrees with Apple co-founder Steve Jobs who said ". . . technology is not enough . . . it's technology married with liberal arts [History, Government, Economics, Psychology, Sociology] married with the humanities [visual and performing arts, ancient and modern languages, literature, philosophy] that yields us the result that makes our heart sing . . . ." In other words, true creativity, and true progress, comes not from one area of human knowledge, but from all areas interacting and influencing each other. Education in the Arts and Humanities adds an entirely new dimension to human thought and action. Our students should certainly be well and deeply educated in math and the sciences, but it is critical that they are also exposed to those things that add dimension and enjoyment to life. Many studies have shown that the study of - and engagement in - the Arts 1) develops motor skills, 2) aids in language development and expansion, 3) strengthens decision-making abilities, 4) strengthens problem-solving and critical-thinking skills, 5) develops and strengthens visual learning (the basis for our "smart phones" and other devices), 6) encourages inventiveness 7) teaches cultural awareness because "art has no language" and it is is [sic] universal, and 8) engagement in the Arts has been shown to increase academic performance because it requires students to find new levels and modes of communication, and to develop the confidence to "try something different" in their thought processes. John Rhinehart supports an increase in the availability of courses in the visual and performing arts at all high schools in the district. The Importance of Career and Technical Education Most will agree that continuing ones education after high school is a positive step. The Chaffey Joint Union High School District encourages all students to follow a course of study aimed at "college preparedness". Although not everyone will go - or wants to go - to a college or university, having the option to do so can be a good thing. Having a variety of options is never a bad thing. There are thousands of jobs available in the world economy that do not require a four-year college education, or even a two-year college education. However, most of the jobs the fields listed below require at least some post-high school education, either in a technical training school or program, or at a community college. Some of those industry sectors are the media (film, television, radio), building trades and construction, business and finance, child development and family services, agriculture, energy and utilities, fashion and interior design, health science and medical technology, hospitality, tourism and recreation, information technology, manufacturing, marketing, sales and service, public services, and transportation. All of these areas - and the military - offer full and rewarding careers, and all high school graduates should have the option of entering these or other sectors of the work force. John Rhinehart supports the expansion of career, business, computer science, health, and technical education programs in all high schools of the Chaffey Joint Union High School District. 7. Class Size California has the unfortuntate distinction of having the largest average class size of any state in the nation. It is difficult for a classroom teacher to establish and maintain a productive learning environment in academic classrooms with 36 or 37 students. Optimum teaching and learning is best supported by establishing a teacher-​to-student ratio that allows for maximum interaction between teachers and students, and among students themselves. John Rhinehart will advocate and work for decreased class sizes in all schools of the Chaffey Joint Union High School District. 8. Financial Resources To achieve the ambitious goals laid out by the Common Core, and to meet the demands of the Local Control Funding Formula (AB 88) and the Local Control and Accountability Plan (LCAP) adopted by the California State Board of Education on January 16, 2014, students, parents, teachers, administrators, and school boards, should insist that the state provide school districts the financial resources to reach those goals. If the eight priority goals identified by the state are to be met, the legislature must support funding above what is currently provided. The eight goals are outlined below. 1. an increase in basic services - up-to-date instructional materials, number of classrooms that are not overcrowded, number of school facilities in good repair 2. full implementation of state standards - full access and support for all students, including English Language Learners, to California's content and performance goals and standards 3. increased access to courses - establish a broad course of study for all students with equal curriculum opportunities at all schools 4. increased student achievement - improving outcomes in truancy and tardy rates, graduation, English language preparedness, and college and career readiness 5. "other" student outcomes - meaningful measurement of student participation and performance in physical education, the arts, foreign languages, and career and technical education 6. increased student engagement - providing students with programs, classes, and career opportunities that keep them interested and motivated 7. increased parent involvement - increased parent input, and a sustained effort to involve parents as decision-makers and direct participants in the education of their students 8. a healthy and vibrant school climate - enhancement of the health and safety of every campus through mutual respect and the involvement of students, parents, teachers, staff, administrators and community members in the effort. These are all worthy goals, but they cannot be achieved with the current level of funding. Students, parents, teachers and administrators should not be held accountable for reaching state-mandated goals without adequate financial support from the state. Students, parents, and teachers must have the materials and training needed to accomplish these goals. John Rhinehart will advocate for and support efforts to enlist increased state financial support for meeting these goals.	”
—John Rhinehart's campaign website (2014)

Recent news

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John Rhinehart News Feed

See also

• Chaffey Joint Union High School District, California
• Chaffey Joint Union High School District elections (2014)

External links

Suggest a link

• Chaffey Joint Union High School District
• Office website
• Campaign website