Aguilar 1 

High School Proposal

A Research Essay

Mariana Aguilar

University of Southern California

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For my independent study I conducted classroom observations and interviews at four

different secular, co-ed high schools in Los Angles and submitted five-page write-ups for each. I

selected Fairfax High School, a conventional LAUSD public school, as the first school to

observe and utilized it as a standard which to compare the other schools. Subsequently, I toured,

observed and interviewed faculty and students at Fredrick Douglas Academy, an ICEF charter

high school, DaVinci School, a project-based charter high school, and Animo Leadership High

School, a Green Dot charter high school. Although these three schools have different educational

models and pedagogies each offered something unique to their students: DaVinci provided a

real-world curriculum; Fredrick Douglas, FDA, executed rigorous college preparation; Animo

ensured a nurturing, supportive and safe environment. As a result, each of these schools has also

achieved admirable data regarding student success. DaVinci reported 98% daily attendance in

the 2009-2010 school year, (At A Glance) a statistical indicator of students’ attraction to school;

meanwhile, FDA and Animo proclaim 100% of their graduates are accepted at a four-year

university. Despite these phenomenal accomplishments, I felt that none of the high schools

completely served all of the students’ needs. I began contemplating the aspects necessary for

maximum educational development, personal growth and preparation for life after school. In this

paper, I extract information from the observational studies and other scholarly research to

propose some of the essential components of such a quintessential institution. Due to a lack of

experience and expertise, I am not attempting to discuss all the elements necessary for the

optimal high school, for that would be a tremendous and precocious undertaking at this point in

my academic career; rather, this proposal presents my initial exploration of the formation of a

high school that maximizes students’ intellectual potential, empowers them with life skills and

cultivates personal development.

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1. Approach & Environment

In order for students to freely pursue academic endeavors, the school must produce a

physically safe, socially secure and supportive environment. Abraham Maslow supports this

assertion in his Hierarchy of Needs Theory articulating that the most fundamental need, safety,

must be fulfilled before an individual can pursue less primal needs such as self-esteem and self-

actualization (Maslow 18). Self-esteem needs include the desire for competence, mastery, and

achievement while the self-actualization need can be defined as the hunger to fulfill one’s

potential (Maslow 18). Based on this theory and other supporting research, students must feel

physically safe before they can attempt to understand complex concepts, achieve academic

success and discover their talents. The physical safety of students can be ensured by establishing

organized and clean classrooms, accentuating the presence of emergency personnel and

paraphernalia, simulating protocol in a crisis and rigidly enforcing rules that prohibit violence,

harassment and weapons. The staff must also ensure emotional safety by creating a supportive

school community, providing access to counselors, implementing a ‘No Bullying’ policy, and

enforcing adequate supervision before school, after school, during recess, and passing period.

The human capital for such endeavors can be drawn from parents who would be mandated to

provide twenty-five hours of volunteer work at the school upon their child’s acceptance.

Along with creating a safe environment, the school must provide devoted teachers who

gratify students’ belongingness needs, a second vital need, that must be established for self-

esteem and self-actualization needs to emerge. Maslow’s theory supports this proposition

declaring that individuals must also fulfill the thirst to ‘belong’, which includes establishing

satisfying relationships with others and receiving affection in order to develop a concern for

higher level needs (Maslow 20). In the school, affection is not physical, but rather communicated
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through caring, dedicated and supportive faculty and administrators. Teachers would

demonstrate attentiveness to students’ needs through their before and after school availability as

exemplified by FDA, DaVinci and Animo. In an interview at FDA, Tylynn, a student, vocalized

that her teachers’ dedication illustrated through their consistent availability assured her of their

support and further more, motivated her to meet their expectations (Tylynn Interview). Her prior

acquisition of safety needs and satiation of belonging needs through the responsive relationship

with her teachers, enabled her to pursue higher level needs such as academic performance. In

addition to confirming belonging needs, the teacher’s support encouraged the dispersion of a

larger effort. Tylynn’s statement parallels the findings of psychological research as stated in the

Educational Psychology textbook that writes, “If a relationship with the teacher is important and

reasonably positive, then the student is likely to try pleasing the teacher by working hard on the

assignment (Seifert 112). Thus, caring and supportive teachers allow students to seek higher

level needs while simultaneously eliciting greater effort and generating motivation.

The infinite-assessment tool exemplified by FDA illustrates another way the school

would communicate its dedication to student success and intellectual development. This system

allows students to retake tests until they receive the grade they desire and requires them to retake

exams until they pass. However, students must complete an hour of tutoring to demonstrate their

dedication to qualify for retaking the exam. By allowing students the choice to increase test

scores, the teacher empowers the student with autonomy. Also, the teacher’s flexibility and

willingness to work with the student until they are satisfied denotes concern, reinforces their

supportive role and highlights the teacher’s belief in the student’s capabilities. The devotion on

behalf of the teacher encourages the student to expel superior effort to meet their teacher’s grand

expectations of them. Furthermore, teachers redesign the test to prevent students from
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memorizing the answers while maintaining its evaluation of the student’s understanding of the

material. All versions of the test would ask complex thinking questions defined by Bloom as

those questions that ask students to evaluate, synthesize and analyze information (Bloom, et

al.1956). These types of questions require students to break down knowledge, understand the

structure and relationship of concepts, put material together in a coherent whole, judge the value

of the information for a specific purpose and reflect a profound understanding of the idea (Seifert

212). Although it may seem that this infinite assessment approach emphasizes the grade, it

actually redirects the focus towards mastering the material because the student’s performance

will only improve in relation to his or her understanding. The shift in motive from grade to

mastery of material augments the student’s intellect because mastery of material “leads to more

sustained thoughtful learning” (Steifert 112). Thus, the infinite-assessment tool conveys a

supportive sentiment, creates incentive and facilitates profound intellectual growth – a valuable

tool indeed!

Consistently nurturing exemplifies only one of the essential qualities fundamental to the

authoritative teaching approach, a method that is necessary for engendering mature, responsible

and respectful behavior. Similar to the authoritative parenting techniques discussed by Steinberg,

authoritative teachers require students adhere to strict behavioral and academic expectations

while allowing students autonomy over their decisions (Steinberg, et al 1267). For example, if a

student came to class fifteen minutes late, the teacher would arrange appropriate consequences.

These repercussions would not be punitive in nature but rather restorative and educational like

FDA’s “Success” program. The program parallels traditional detention but utilizes a positive

name and requires students use the time towards productive engagement: studying, doing

homework, or completing office tasks. The use of a corrective rather than punitive response
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indicates to students that their teachers are not the enemy but rather someone whom the student

can cooperate with to meet their full potential. Ensuring students feel accepted and supported

rather than belittled and incompetent requires implementing and enforcing firm rules while

affirming the supportive nature of the teacher-student relationship. Therefore, the establishment

of a safe environment and the use of authoritative techniques enable students to pursue self-

esteem and self-actualization needs to develop mature behavior and responsible habits and to

augment the knowledge acquired.

2. Curriculum

For maximum acquisition of knowledge, formation of motivation, facilitation of personal

growth and development of life-skills, the school would utilize the Design Based Learning

method, DBL, proposed by Doreen Nelson. Effectively applying DBL does not require the

reinvention of the entire lesson plan, rather DBL is a tool to inspire interest, engage students and

create connections with prior knowledge upon introduction of new material. The process of DBL

begins with the teacher proposing a 3-D design challenge to create something “never-before-

seen” and explicitly articulating constraints and expectations. As the students form solutions,

they learn the standard curriculum through discovery, develop a connection to their creation and

practice reading, writing, and computation skills (Nelson). For example, the teacher may present

them with a challenge to create a ‘never-before-seen’ transportation system. In order to do this,

students will need to research the following concepts: gravity and velocity, science ideas,

previous modes of travel, historical information, the interdependence of production and

consumption, economic relationships, draw maps, social science skills; and calculate distance,

volume and capacity, math practice (How Does Design Based Learning Work).
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Statistical data from empirical research provides sound evidence for the efficacy of DBL

in helping students learn and increasing student desire for education. For instance, Table 1

illustrates the higher and more consistent attendance in the DBL class compared with four other

traditional classrooms (see Table 1). In the month of December, out of 20 students, the DBL

class averaged an attendance of 19 compared with an average attendance of 10 students found in

two of the other classes and an average attendance of 12 students in the remaining two classes.

Even October, the month with DBL’s lowest average attendance, 12 students, equals the

maximum average attendance of two of the other classes. Although inaccurate to assert causation

because of confounding variables, there certainly appears to be a correlation between the DBL

class and higher, more consistent attendance. If this relationship is correct, DBL classes

successfully attract students to school. An interview with Emily, a student at DaVinci supported

the allure of projects when stated, “The projects make school more fun and less boring” (Emily

Interview). Additionally, DBL impressively ameliorates the knowledge of students as seen in

Table 2, which depicts the improvement in the mastery of words (see Table 2). Most students

increased their word recognition by at least 40%, some as much as 200%; the few students who

did not progress by at least 40% had initially known more than 200 of the required words and by

the middle of the year could discern nearly all of them. The students’ rapid improvement points

to the success of DBL.

The benefits of DBL also include provoking the development of complex moral

reasoning and inspiring intrinsic motivation by providing self-determination needs. Naturally

flexible because of its nature as a problem-solution curriculum, DBL allows students

unparalleled levels of prerogative in making decisions. According to Carol Gilligan’s morality of

care, freedom of choice in the classroom engenders the most intricate form of moral caring:
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integrated caring, which consists of the assessment of one’s personal needs and those of others

(Seifert 59). Consider the example of creating a ‘never-before-seen’ mode of transportation. In

this challenge, students must evaluate the needs of the farmer, city people and themselves when

proposing a solution. The variety of options forces students to make value judgments and

consider multiple perspectives, an exercise requiring advanced moral reasoning. With

improvements in moral reasoning associated with more frequent prosocial behavior one could

also argue that DBL stimulates behavioral progress (McCafferty 368). Furthermore, DBL

provides students with the three basic needs necessary for students to achieve self-determination:

autonomy, competence and relatedness (Seifert 124). Since the DBL challenge always demands

the production of something “never-before-seen” the student feels empowered to independently

develop a unique solution. Unlike traditional projects that delineate specific instructions, the

emphasis on innovation necessitates individual choices constructing a sense of autonomy over

the direction of the enterprise. Additionally, the lack of a ‘right’ answer increases the likelihood

that the student will feel capable of achieving the challenge and gain confidence in their

competence. Finally, as students discuss the challenge with their classmates and share their 3-D

solution they will feel related to their peers. Evidently, DBL enables students to fulfill the three

needs necessary to achieve a sense of self-determination. According to the theory, students who

experience high levels of self-determination perceive their choices as more intrinsically

motivated (Seifert 124). Since research finds intrinsic motivation associated with completion of

schoolwork, enjoyment of learning and an increase in the value of education, DBL facilitates the

development of successful academic habits (Seifert 124). Thus, DBL promotes personal growth

through moral development and fosters motivation by supplying the prerequisites for self-

determination.
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As a curriculum reflective of real world content, DBL highlights the relevance of

information prompting students to attribute a higher value to the knowledge; furthermore, DBL

facilitates the development of skills utilized in the workforce. For instance, another DBL

challenge is the “never-before-seen” city utilized to teach geometry. Students may spend an

entire class period designing their own city block out of recycled materials, but after the allotted

time the city serves merely as a reference point that students use to understand many concepts:

points, lines, distance, midpoints, volume, area, perimeter, circumference, trigonometric

identities, angles, slopes, triangles, quadrilaterals. In fact, the city embodies almost every concept

in geometry! By illuminating the connection between information learned in the classroom and

life outside the classroom, DBL increases the value of the information creating more of an

incentive to learn (Seifert 127). Additionally, introducing information in a meaningful context

escalates the chance that the pupil will remember the knowledge for an extensive amount of time

(Christ 1). Another organization, Schools We Need, recognizes a distinct benefit of real world

curriculum: it enables students to develop integrated patterns of thinking, a quality frequently

demanded in an individual’s occupation (Real World Learning). The real-world context of DBL

curriculum ignites interest, leads to greater motivation and prepares students for life after school

by presenting opportunities to cultivate profitable life skills.

3. Teaching Styles & Strategies

In the classroom a teacher encounters a variety of learning styles, diverse perceptions and

preferences for ways of remembering information; therefore, in order to maximize the efficacy of

a classroom a teacher must utilize a wide range of instructional strategies so as not force learners

into a standard model (Tomlinson 2). In the book Teaching Students to Read through Their

Individual Learning Styles, the author, Maria Carbo writes:

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Approximately 20 to 30 percent of the school-aged population

remembers what is heard; 40 percent recalls well the things that are

seen or read; many must write or use their fingers in some

manipulative way to help them remember basic facts; other people

cannot internalize information or skills unless they use them in real-

life activities such as actually writing a letter to learn the correct

format. (13)

This except illustrates the frequently referenced styles of learning: audio, visual and kinesthetic.

However, the existence of these specific types of learners lacks strong empirical foundations, but

whether or not there are classifiable differences diversity between strengths, abilities and

learning preferences certainly exist. The point is not to identify students’ learning preferences but

rather highlight the necessity to teach material through different modes so as to appeal to the

diversity of student’s strengths. Howard Gardner proposed another theory of cognitive diversity

called Multiple Intelligence that recognizes intelligence as existing in different areas including,

lingual, musical, logical, spatial, bodily, interpersonal, intrapersonal and naturalist (Gardner).

More psychologists support this theory but the primary purpose of referencing Gardner is to

illustrate the proliferation of theories that assert the assortment of strengths and preferences.

Because of the heterogeneity, it is important to diversify the type of instruction in the classroom

in order to honor and respond to students’ varying abilities (Seifert 68). For instance, the

teaching of a specific concept would adhere to the following progression: it would begin with the

DBL challenge, which naturally lends itself to the “kinesthetic” and “visual” learners. After the

teacher utilizes the DBL challenge to engage students, the teacher would articulate the lessons

objectives, one of the key steps in Madeline Hunter’s effective teaching model (Seifert 191).
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Following the explicit identification of the objective, the teacher would present information

through a short lecture, an ideal method for “audio” learners. Subsequent to the lecture, the

teacher would facilitate a classroom discussion based on analysis, synthesis and evaluation

questions, serving those with interpersonal intelligence. The incorporation of multiple teaching

strategies would ensure the communication of information in ways and serve the needs of all

students.

Teachers would also utilize the jigsaw classroom technique created by Aronson to stimulate

positive relationships among students, to fortify a socially accepting environment and to incite

social development. The technique works as follows: students are broken into multiple groups of

four or five and within the group each student is assigned a specific portion of the material that

they then research. Subsequently, the student convenes with the ‘experts’ on the topic from the

other groups to verify and exchange information before presenting the material to their jigsaw

group (Seifert 125). This method works best if the other students in the jigsaw group do not have

access to the information other than listening to their peers. For example, if studying The Great

Gatsby one student in each jigsaw group might be responsible for identifying the theme and

finding support, another for discerning symbolism and showing examples, another for

highlighting character development in the novel, and another for pointing out the use of literary

devices. In jigsaw exercises, even if one student, X, does not like another student, Y, it would not

benefit student X to ignore student Y because then he or she would not acquire the material.

Through cooperation and reliance on their peers to acquire information, students in jigsaw

groups develop more empathetic attitudes, exhibit less prejudice and hold fewer negative

stereotypes (Aronson 220). Thus, the jigsaw exercises improve relations between students,

consequently producing a more socially accepting and secure environment, one of the basic
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needs necessary for further cognitive pursuits (Seifert 54). Furthermore, the chance to collaborate

with classmates, provided through jigsaw exercises, is important to teenagers’ social

development (Solomon 1988). The group work enabled by jigsaw exercises provides

opportunities to develop presentation, communication and interpersonal skills, all abilities

important to students’ academic career and their life after school. Over all the combination of

teaching techniques that honor all learning styles and the use of jigsaw classroom exercises

serves the variety of student abilities and preferences and establishes an accepting classroom

environment.

4. The Whole Person: Pro Social Behavior & Personal Development

The education of the whole person requires a focus on students’ personal development through

the teaching of prosocial action. The prosocial behavioral development program would consist of

an informational class, recognition by the school, community service requirements and the

establishment of an intimate school community. In the informational class, students would study

pro social behavior and learn about situations that encumber helping. For instance, students

would learn about social norms that encourage prosocial behavior and that emphasize the

benefits of working others. Additionally, the course would familiarize students with concepts

like the bystander effect, the diffusion of responsibility and pluralistic ignorance (Latane &

Darley 217) that often hinder people from helping. Also, since incorrect interpretation of a

situation often impedes helping behavior (Latane & Darley 216) students would learn about the

red flags that indicate an emergency situation. Lastly, students would learn how to help in

specific situations: a car accident, a fire, and witnessing bullying or harassment. In this class the

primary mode of learning would be in jigsaw groups to encourage cooperation and facilitate the

development of empathy. Because of the strong relationship between empathy and prosocial
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behavior, the jigsaw learning groups would promote helping attitudes (McCafferty 368). Thus,

the prosocial informational class would inform students how and when to behave prosocially as

well as create tolerance and acceptance among students.

Another part of the prosocial behavioral development program would be through

recognition at school assemblies every week. Recognition is a form of positive reinforcement, it

is a stimulus that increases the likelihood of a behavior by being introduced or added to the

situation (Seifert 108). According to the operant conditioning model, the enjoyable reward of

recognition for a positive action in front of peers would increase the frequency of such prosocial

behavior (Seifert 28). During an interview at Da Vinci, a teacher, Ms. Moran, articulated a

similar effect on the students saying, “The students love to be recognized with an ‘All-Star

Award.’ Even though it is only a piece of paper, they enjoy the visibility in front of their

classmates and the recognition of their model behavior” (Ms. Moran Interview). Furthermore,

recognizing students who behave prosocially allows them to develop a reputation for honestly

and credibility, and accordingly form a greater influence in modeling the benefits of prosocial

behavior (Schmuck & Schmuck 172). An apparently simple thing, a slip of paper turned into a

revered certificate when the school bestows its stamp of approval can have powerful effects in

motivating students to behavior altruistically.

Community service projects comprise an important component to teaching prosocial behavior for

they stimulate ties between students and their community. One scholar, Raji Swaminathan, who

examined the implications of community service curriculum in high schools communicates

similar benefits stating, “Such “real world’’ experiences will help students build identities as

competent and engaged participants in communities of practice beyond the classroom”

(Swaminathan 135). The involvement in an unfamiliar environment within the student’s

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community reminds them of the close proximity of tragic disparities. Resulting from continuous

service and interaction, students develop a relationship with the people they help and become

conscientious of strong connections between them and their surroundings. This sense of

interdependence raises the likelihood of prosocial behavior for students recognize themselves as

belonging to the same community (Kidron & Flieschman 90). Additionally, community service

projects are a unique environment where students learn useful life skills outside the classroom.

Swaminathan supports this argument stating, “Community service-learning integrates

community based service projects with academic skills and content and provides opportunities

for structured reflection on the service experience”(Swaminathan 140). The experiences earned

in community service projects are relevant and valuable to life after school whether it is through

fostering compassion, developing patience or nurturing acceptance of differences. In a dynamic

work place, with most occupations demanding interaction with people of diverse backgrounds

these skills fundamentally prepare students to function in the work place. In order to enable

maximum personal growth, the community service project would not end after one year; rather,

it would span the entire duration of the student’s high school experience with the student

selecting the organization in the 9th grade from a preapproved list. The personal selection of the

organization reflects an individual interest or as defined in Hidi and Renniger’s “The Four-Phase

Model of Interest Development, an interest consisting of a person’s relatively enduring

predisposition to reengage in content over time (Hidi & Renninger 113). Since the student would

be working with the organization over the course of four years, it is imperative that the student

demonstrates individual interest in the subject. Additionally, individual interest “has been found

to have a positive impact on attention, recognition, and recall; persistence and effort” (Hidi &

Renninger 115). Therefore, the student’s freedom of selection increases the likelihood that they
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remember the skills learned in the community service project and expel greater effort. To ensure

further benefits from the community service project, students would write five page self-

reflections at the end of each semester documenting their personal reactions, experiences and

growth. Afterwards, the students would share their self-reflection log with a group of classmates

during a special school assembly, because much fieldwork finds that interactions and responses

from other students amplify the impact of self-reflection (Seifert 194). As the culmination of

their community service project, students in the 12th grade would present to younger students an

innovative proposal for other ways to combat the social issue related to their organization and

relay the beneficial experience of helping others. In these presentations, the seniors’ actions and

vocalized rationale for prosocial behavior would serve as an effective model to younger students

(McCafferty 369). Community service projects expand the breadth of student experience,

immerse them into real world situations, nurture compassion and connect them to the world

outside their high school niche.

Lastly, creating a tight knit school community is the final element in the prosocial

behavior development program and is crucial because it fosters a sense of interdependence

between students, creates expectations of social trust and promotes a concern for one’s

perception within the school (Kidron & Flieschman 91). School wide activities such as

assemblies, fairs, student concerts, and spirit week strengthen the sense of a school community.

Other policies can also foster close ties between specific students. For instance, peer tutors, as

witnessed at Animo and FDA, also exemplify a policy that fosters ties between students and

helps them succeed academically. Peer Tutors are students who already completed the course

with an A and assists students struggling in that course either through before or after school

tutoring. The tutoring relationship establishes strong links between the student and the tutor
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through a reciprocal exchange: students improve upon their understanding with the tutor’s help

and the tutor feels a sense of reward and satisfaction as the student masters material. The trusted

relationship between the two students of different grades cultivates more inter-grade ties within

the school community, creating a more familial environment. Furthermore, as proposed by

Vgotsky the use of an expert in the material also augments the student’s performance compared

to performing alone (Seifert 34). The use of a tutor is not permanent, but rather is a form of

instructional scaffolding, a temporary framework, that the student can utilize until they have

mastered the material. (Seifert 34). Thus, the peer tutors program serves the students academic

needs as well as establishes more connections between students and in turn brings the school

community closer.

Finally, the sentiment of a close school community would be completed with the

integration of parental involvement. Parental involvement would be mandatory, as research has

found that it improves student performance and fortifies connections with the school.

Supervising lunch times, cooking and serving lunch in the cafeteria, chaperoning school dances

and field trips or volunteering to support extra curricular activities could fulfill the parental

volunteer hours. This type of visibility of parents at the school establishes the sentiment of a

family and reinforces the sense of a school community. Also, all parents would be required to

attend at least six of the ten monthly meetings, a process demonstrated by FDA where parents

visit each of their child’s classrooms and hear a twenty-minute update on the class’ assignments,

projects, achievements and challenges. Establishing a relationship between parents and teachers

further integrates the school into the lives of the students as the adults form a unified front.

Furthermore, if a student receives below a 3.0 GPA the student’s parent must come and shadow,

a concept adopted from Animo, their child for a day in order to gain a better understanding of
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their child’s challenges. The presence of one’s parents at school emphasizes the close link

between personal families and the school, consolidating the connection between one’s personal

and academic life. In turn, the integration of home and school life promotes the sense of the

school as an overarching constant. Lastly, all parents would be given access to an online system

to check their child’s grades, attendance and correspond with faculty and staff. The importance

of communication with the parents is very important for it enriches parents’ awareness of what

their students are learning and empowers them to provide more confident and informed support

to their child (Seifert 144). This involvement in their daughter or son’s life serves to create

further support for the student’s academic pursuits. Thus, parental involvement both improves

performance in the classroom as well as works to strengthen the sense of a school community,

which creates a safe environment and promotes prosocial behavior.

There are many other topics necessary to discuss and research in the formation of a high

school and the topics I addressed reflect only an elementary exploration of the intricacies

fundamental to an educational institution. However, the paper presents the essential mission of

the school I will one day create: to prepare students for life through rigorous intellectual

development and personal growth. Some topics I will explore further include the use of

technology in curriculum, alternatives to the traditional classroom environment, the importance

of the student’s voice in the school, optimal class scheduling, after school and extra curricular

programs and a major focus on curriculum development. This class and paper is my first dive

into the realm of education and I feel both inspired by the vast amount research, information and

leaders in the field as well as overwhelmed by the incredible amount of work to be done.

However, after this independent study, scholarly research, school observations and visitation to

various educational reformers’ lectures I am assured that I am not toiling alone, rather I am
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accompanied by the brilliant thinkers before me and my passionate peers pursuing similar

endeavors.
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Notes:

Table 1- Attendance of Second Graders in five different classrooms, four with traditional

curriculum, CreatureLa with DBL curriculum.

Source: "Results." Teaching and Learning through Doreen Nelson's Method of Design Based

Learning. Cal Poly Pomona, 2006. Web. 2 Dec. 2010.

<http://www.csupomona.edu/~dnelson/results.html>.
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Table 2 – Comparison in number of words mastered in September and January.

Source: "Results." Teaching and Learning through Doreen Nelson's Method of Design Based

Learning. Cal Poly Pomona, 2006. Web. 2 Dec. 2010.

<http://www.csupomona.edu/~dnelson/results.html>.
 Aguilar 21 

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