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"content": "\u003cp>President-elect Donald Trump’s selection of a close ally and the co-chair of his transition team indicates that education could be a major priority of his administration, even though it did not feature prominently in the 2024 presidential campaign.\u003c/p>\n\u003cp>Linda McMahon, the former CEO of World Wrestling Entertainment, is a leading financial backer Trump has been close to for decades. She is also chair of the board of the little-known \u003ca class=\"external\" href=\"https://americafirstpolicy.com/\">America First Policy Institute,\u003c/a> \u003ca class=\"external\" href=\"https://americafirstpolicy.com/\">sometimes\u003c/a> referred to as a \u003ca class=\"external\" href=\"https://www.forbes.com/sites/alisondurkee/2024/11/06/america-first-agenda-what-to-know-about-the-project-2025-alternative-reportedly-behind-trump-transition/\">“shadow transition operation\u003c/a>” or “\u003ca class=\"external\" href=\"https://www.politico.com/news/2024/08/29/trump-transition-plan-afpi-00176674\">White House in waiting.\u003c/a>”\u003c/p>\n\u003cp>The institute has issued a \u003ca class=\"external\" href=\"https://americafirstpolicy.com/issues/education/k-12\">detailed education policy\u003c/a> agenda that is likely to serve as a guide for McMahon and the Trump administration in general, should the U.S. Senate confirm her.\u003c/p>\n\u003cp>For those reading the political tea leaves, it was notable that in nominating McMahon, Trump did not explicitly charge her with shutting down the U.S. Department of Education and that the agenda of the America First Policy Institute does not call for it either. Instead, Trump called on her “\u003ca class=\"external\" href=\"https://www.cnn.com/2024/11/19/politics/linda-mcmahon-education-secretary-trump/index.html\">to spearhead efforts to send education back to the states,”\u003c/a> an expansive and undefined charge, especially because, by law, education is already mostly a state and local function.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Regardless of the fate of the department, the contrast between President Joe Biden’s and Trump’s education agendas — and between McMahon and current Secretary of Education Miguel Cardona — could not be wider.\u003c/p>\n\u003cp>Cardona is a lifelong educator, becoming secretary after a career as a teacher, principal, district administrator and state commissioner of education. McMahon spent most of her career building the WWE, founded with her husband, Vince McMahon.\u003c/p>\n\u003cp>Cardona’s net worth is estimated by Forbes magazine to be \u003ca class=\"external\" href=\"https://www.forbes.com/sites/michelatindera/2021/06/26/heres-how-much-education-secretary-miguel-cardona-is-worth/\">$1 million\u003c/a>, most of it tied up in his principal residence, retirement savings and a 529 college savings account for his children. By contrast, Forbes places McMahon and her husband’s \u003ca class=\"external\" href=\"https://www.yahoo.com/news/billionaire-presidential-administration-trump-plans-170515584.html\">net worth\u003c/a> at $2.5 billion.\u003c/p>\n\u003cp>The only thing they seem to have in common is that they are both from Connecticut.\u003c/p>\n\u003cp>However, even though McMahon has a slim resume regarding education, she is not entirely an education neophyte. She studied to become a French teacher in college. She has been a trustee of \u003ca class=\"external\" href=\"https://www.sacredheart.edu/about-shu/leadership/\">Sacred Heart College,\u003c/a> a Catholic college in Fairfield, Connecticut, for years. She was appointed to the Connecticut State Board of Education in 2009, although she left after a year to run for the U.S. Senate in 2010 and again in 2012 — both times unsuccessfully.\u003c/p>\n\u003cp>McMahon is more of a traditional conservative Republican than several of Trump’s other Cabinet nominees. In some ways, she is more similar to Betsy DeVos, another billionaire, who was Trump’s first secretary of education. However, unlike DeVos, she has had experience in government as head of the Small Business Administration during Trump’s first term.\u003c/p>\n\u003cp>In 2019, she left that post — not under a cloud or fleeing vitriol from Trump, like many others in his administration — to head the America First PAC, which raised funds for Trump’s reelection bid in 2020.\u003c/p>\n\u003cp>On the explosive issue of “school choice,” publicly, at least, she has mostly called for expanding charter schools, rather than taxpayer-funded vouchers. “I am an advocate for choice through charter schools,” she declared in her 2010 campaign for Senate.\u003c/p>\n\u003cp>She also has some bipartisan instincts, even getting support from the Democratic senators she had previously run against when they had to approve her nomination to head the Small Business Administration. Sen. Richard Blumenthal called her “a person of serious accomplishment and ability,” and Sen. Chris Murphy described her as a “talented and experienced businessperson.”\u003c/p>\n\u003cp>As SBA administrator, she drew \u003ca class=\"external\" href=\"https://www.govexec.com/management/2019/04/small-business-administrator-departs-bipartisan-praise/155968/\">high praise\u003c/a> from some Democrats for increasing loans to women-owned businesses and for making the agency more efficient, including from then-Sen. Ben Cardin (D-Md.), the ranking member of the Small Business and Entrepreneur Committee.\u003c/p>\n\u003cp>Another sign of her bipartisan inclinations came in a September \u003ca class=\"external\" href=\"https://thehill.com/opinion/congress-blog/4871602-skilled-workforce-investment/\">commentary \u003c/a>in \u003cem>The Hill\u003c/em> newspaper when she argued for a radical revision of the Pell Grant, the main form of federal student financial aid.\u003c/p>\n\u003cp>While most Pell Grants go to full-time students, McMahon argued that the grant should also be available to students enrolled in “high-quality, shorter-term, industry-aligned education programs that could lead to immediate employment in well-paying jobs.”\u003c/p>\n\u003cp>To that end, she endorsed a bill \u003ca class=\"external\" href=\"https://www.congress.gov/bill/118th-congress/house-bill/6585\">known as the Workforce Pell Act\u003c/a>, sponsored by lawmakers usually on far opposite sides of the political aisle, including Reps. Virginia Foxx (R-N.C.), Elise Stefanik (R-N.Y.), Mark DeSaulnier (D-Calif.) and Bobby Scott (D-Va).\u003c/p>\n\u003cp>Arguably, one of her key qualifications is that she and Trump have a positive relationship. Unlike many who served in his first administration and left reviled by their former boss, when she stepped down as SBA administrator, Trump \u003ca class=\"external\" href=\"https://www.nytimes.com/2019/03/29/us/politics/linda-mcmahon-small-business-trump.html\">praised her as a “superstar\u003c/a>.” “Just so smooth,” he said. “She’s been one of our all-time favorites.”\u003c/p>\n\u003cp>However, her most important credential may well be her role as chair of the board of the America First Policy Institute, which \u003ca class=\"external\" href=\"https://apnews.com/article/linda-mcmahon-trump-education-secretary-wwe-613016d0c164b89765af761404cbb123\">she helped start.\u003c/a>\u003c/p>\n\u003cp>Its 150-person staff includes well-known Trump staffers like Kellyanne Conway and its executive director, Chad Wolf, the former secretary of homeland security. Pam Bondi, the head of the institute’s legal arm, \u003ca class=\"external\" href=\"https://www.nytimes.com/2024/11/21/us/politics/pam-bondi-attorney-general-trump.html\">was just nominated by Trump\u003c/a> to be attorney general in place of Matt Gaetz, who withdrew his nomination.\u003c/p>\n\u003cp>Like \u003ca class=\"external\" href=\"https://www.project2025.org/\">Project 2025\u003c/a>, the conservative blueprint issued by the Heritage Foundation (which Trump \u003ca class=\"external\" href=\"https://www.nytimes.com/article/project-2025.html\">has disavowed\u003c/a> and said he had no role in crafting), the America First Policy Institute has also drawn up a similar detailed policy framework, including one on education. Yet the institute has not done much to publicize its proposals, which Trump has reportedly appreciated.\u003c/p>\n\u003cp>The institute draws a sharp contrast between its “America First” policies and what it calls “America Last” policies championed by Democrats.\u003c/p>\n\u003cp>“America Last” policies, it argues, “prioritize radical ideologies and failing public schools.” These include promoting “transgenderism” and “radical ideologies over core subjects” while fighting “school choice expansion” and parent notification policies regarding curriculum and gender identification.\u003c/p>\n\u003cp>The institute calls for reinstating Trump’s \u003ca class=\"external\" href=\"https://www.heritage.org/american-founders/commentary/bidens-disbanding-1776-commission-shows-lefts-war-us-history\">1776 Commission \u003c/a>to promote “patriotic civic education” and removing critical race theory and diversity, equity and inclusion from what it alleges are requirements for federal grants.[aside label=\"Related Stories\" postID=\"news_12013558,news_12013686,news_12013269\"]And instead of supporting “leftist teachers unions” and teacher tenure, it advocates for “reduced union influence and increasing flexibility in hiring and firing.”\u003c/p>\n\u003cp>For these and other reasons, it is to be expected that key education groups would oppose McMahon’s nomination.\u003c/p>\n\u003cp>“Rather than working to strengthen public schools, expand learning opportunities for students and support educators, McMahon’s only mission is to eliminate the Department of Education and take away taxpayer dollars from public schools,” said President Becky Pringle, president of the National Education Association, the largest teachers union in the U.S.\u003c/p>\n\u003cp>However, for conservatives like Frederick Hess, director of education policy studies at the American Enterprise Institute, McMahon is an unknown quantity when it comes to education, and he made a pitch for approaching her nomination with an open mind. “I’m looking forward to learning more about her views and approach to the role in the weeks to come,” he said. “I’d avoid gross assumptions based on biography. Those seeking reflexive celebration or condemnation should look elsewhere. “\u003c/p>\n\u003cp>Controversy has already surfaced about her nomination. Media reports point to an October lawsuit in Maryland alleging McMahon and her husband failed to stop a prominent WWE ringside announcer in the 1980s and 1990s from sexually abusing 12- and 13-year-olds known as “ring boys” who were hired to do errands in preparation for wrestling matches.\u003c/p>\n\u003cp>What is still an open question is whether Trump will move to eliminate the Department of Education or how aggressively he will do so. His administration may decide that it is more important to keep the department intact for any number of reasons, including transforming its influential Office of Civil Rights into a weapon to impose his education agenda onto states or schools.\u003c/p>\n\u003cp>And it is possible that McMahon will continue to voice her praise for teachers and for public schools, including charter schools. “We have a very good system of public and private schools,” she said \u003ca class=\"external\" href=\"https://www.leadersmag.com/issues/2014.1_jan/Women%20Leaders/LEADERS-Linda-McMahon.html\">in an interview\u003c/a> a decade ago. “I’ve watched some masterful teachers who are innovative and who are reaching kids who are below grade level in many of the subjects. To see how they get turned around is heartwarming and astounding.”\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/trump-nominee-for-education-secretary-would-come-backed-with-detailed-policy-agenda/722774\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "McMahon, who is chair of the board at the America First Policy Institute, is expected to bring a detailed policy agenda and has not been publicly charged by Trump with shutting down the U.S. Department of Education. ",
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"title": "Trump's Education Secretary Pick Linda McMahon Is Backed by a Detailed Policy Agenda | KQED",
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"nprByline": "\u003ca href=\"https://edsource.org/author/lfreedberg\">Louis Freedberg\u003c/a>, EdSource",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>President-elect Donald Trump’s selection of a close ally and the co-chair of his transition team indicates that education could be a major priority of his administration, even though it did not feature prominently in the 2024 presidential campaign.\u003c/p>\n\u003cp>Linda McMahon, the former CEO of World Wrestling Entertainment, is a leading financial backer Trump has been close to for decades. She is also chair of the board of the little-known \u003ca class=\"external\" href=\"https://americafirstpolicy.com/\">America First Policy Institute,\u003c/a> \u003ca class=\"external\" href=\"https://americafirstpolicy.com/\">sometimes\u003c/a> referred to as a \u003ca class=\"external\" href=\"https://www.forbes.com/sites/alisondurkee/2024/11/06/america-first-agenda-what-to-know-about-the-project-2025-alternative-reportedly-behind-trump-transition/\">“shadow transition operation\u003c/a>” or “\u003ca class=\"external\" href=\"https://www.politico.com/news/2024/08/29/trump-transition-plan-afpi-00176674\">White House in waiting.\u003c/a>”\u003c/p>\n\u003cp>The institute has issued a \u003ca class=\"external\" href=\"https://americafirstpolicy.com/issues/education/k-12\">detailed education policy\u003c/a> agenda that is likely to serve as a guide for McMahon and the Trump administration in general, should the U.S. Senate confirm her.\u003c/p>\n\u003cp>For those reading the political tea leaves, it was notable that in nominating McMahon, Trump did not explicitly charge her with shutting down the U.S. Department of Education and that the agenda of the America First Policy Institute does not call for it either. Instead, Trump called on her “\u003ca class=\"external\" href=\"https://www.cnn.com/2024/11/19/politics/linda-mcmahon-education-secretary-trump/index.html\">to spearhead efforts to send education back to the states,”\u003c/a> an expansive and undefined charge, especially because, by law, education is already mostly a state and local function.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Regardless of the fate of the department, the contrast between President Joe Biden’s and Trump’s education agendas — and between McMahon and current Secretary of Education Miguel Cardona — could not be wider.\u003c/p>\n\u003cp>Cardona is a lifelong educator, becoming secretary after a career as a teacher, principal, district administrator and state commissioner of education. McMahon spent most of her career building the WWE, founded with her husband, Vince McMahon.\u003c/p>\n\u003cp>Cardona’s net worth is estimated by Forbes magazine to be \u003ca class=\"external\" href=\"https://www.forbes.com/sites/michelatindera/2021/06/26/heres-how-much-education-secretary-miguel-cardona-is-worth/\">$1 million\u003c/a>, most of it tied up in his principal residence, retirement savings and a 529 college savings account for his children. By contrast, Forbes places McMahon and her husband’s \u003ca class=\"external\" href=\"https://www.yahoo.com/news/billionaire-presidential-administration-trump-plans-170515584.html\">net worth\u003c/a> at $2.5 billion.\u003c/p>\n\u003cp>The only thing they seem to have in common is that they are both from Connecticut.\u003c/p>\n\u003cp>However, even though McMahon has a slim resume regarding education, she is not entirely an education neophyte. She studied to become a French teacher in college. She has been a trustee of \u003ca class=\"external\" href=\"https://www.sacredheart.edu/about-shu/leadership/\">Sacred Heart College,\u003c/a> a Catholic college in Fairfield, Connecticut, for years. She was appointed to the Connecticut State Board of Education in 2009, although she left after a year to run for the U.S. Senate in 2010 and again in 2012 — both times unsuccessfully.\u003c/p>\n\u003cp>McMahon is more of a traditional conservative Republican than several of Trump’s other Cabinet nominees. In some ways, she is more similar to Betsy DeVos, another billionaire, who was Trump’s first secretary of education. However, unlike DeVos, she has had experience in government as head of the Small Business Administration during Trump’s first term.\u003c/p>\n\u003cp>In 2019, she left that post — not under a cloud or fleeing vitriol from Trump, like many others in his administration — to head the America First PAC, which raised funds for Trump’s reelection bid in 2020.\u003c/p>\n\u003cp>On the explosive issue of “school choice,” publicly, at least, she has mostly called for expanding charter schools, rather than taxpayer-funded vouchers. “I am an advocate for choice through charter schools,” she declared in her 2010 campaign for Senate.\u003c/p>\n\u003cp>She also has some bipartisan instincts, even getting support from the Democratic senators she had previously run against when they had to approve her nomination to head the Small Business Administration. Sen. Richard Blumenthal called her “a person of serious accomplishment and ability,” and Sen. Chris Murphy described her as a “talented and experienced businessperson.”\u003c/p>\n\u003cp>As SBA administrator, she drew \u003ca class=\"external\" href=\"https://www.govexec.com/management/2019/04/small-business-administrator-departs-bipartisan-praise/155968/\">high praise\u003c/a> from some Democrats for increasing loans to women-owned businesses and for making the agency more efficient, including from then-Sen. Ben Cardin (D-Md.), the ranking member of the Small Business and Entrepreneur Committee.\u003c/p>\n\u003cp>Another sign of her bipartisan inclinations came in a September \u003ca class=\"external\" href=\"https://thehill.com/opinion/congress-blog/4871602-skilled-workforce-investment/\">commentary \u003c/a>in \u003cem>The Hill\u003c/em> newspaper when she argued for a radical revision of the Pell Grant, the main form of federal student financial aid.\u003c/p>\n\u003cp>While most Pell Grants go to full-time students, McMahon argued that the grant should also be available to students enrolled in “high-quality, shorter-term, industry-aligned education programs that could lead to immediate employment in well-paying jobs.”\u003c/p>\n\u003cp>To that end, she endorsed a bill \u003ca class=\"external\" href=\"https://www.congress.gov/bill/118th-congress/house-bill/6585\">known as the Workforce Pell Act\u003c/a>, sponsored by lawmakers usually on far opposite sides of the political aisle, including Reps. Virginia Foxx (R-N.C.), Elise Stefanik (R-N.Y.), Mark DeSaulnier (D-Calif.) and Bobby Scott (D-Va).\u003c/p>\n\u003cp>Arguably, one of her key qualifications is that she and Trump have a positive relationship. Unlike many who served in his first administration and left reviled by their former boss, when she stepped down as SBA administrator, Trump \u003ca class=\"external\" href=\"https://www.nytimes.com/2019/03/29/us/politics/linda-mcmahon-small-business-trump.html\">praised her as a “superstar\u003c/a>.” “Just so smooth,” he said. “She’s been one of our all-time favorites.”\u003c/p>\n\u003cp>However, her most important credential may well be her role as chair of the board of the America First Policy Institute, which \u003ca class=\"external\" href=\"https://apnews.com/article/linda-mcmahon-trump-education-secretary-wwe-613016d0c164b89765af761404cbb123\">she helped start.\u003c/a>\u003c/p>\n\u003cp>Its 150-person staff includes well-known Trump staffers like Kellyanne Conway and its executive director, Chad Wolf, the former secretary of homeland security. Pam Bondi, the head of the institute’s legal arm, \u003ca class=\"external\" href=\"https://www.nytimes.com/2024/11/21/us/politics/pam-bondi-attorney-general-trump.html\">was just nominated by Trump\u003c/a> to be attorney general in place of Matt Gaetz, who withdrew his nomination.\u003c/p>\n\u003cp>Like \u003ca class=\"external\" href=\"https://www.project2025.org/\">Project 2025\u003c/a>, the conservative blueprint issued by the Heritage Foundation (which Trump \u003ca class=\"external\" href=\"https://www.nytimes.com/article/project-2025.html\">has disavowed\u003c/a> and said he had no role in crafting), the America First Policy Institute has also drawn up a similar detailed policy framework, including one on education. Yet the institute has not done much to publicize its proposals, which Trump has reportedly appreciated.\u003c/p>\n\u003cp>The institute draws a sharp contrast between its “America First” policies and what it calls “America Last” policies championed by Democrats.\u003c/p>\n\u003cp>“America Last” policies, it argues, “prioritize radical ideologies and failing public schools.” These include promoting “transgenderism” and “radical ideologies over core subjects” while fighting “school choice expansion” and parent notification policies regarding curriculum and gender identification.\u003c/p>\n\u003cp>The institute calls for reinstating Trump’s \u003ca class=\"external\" href=\"https://www.heritage.org/american-founders/commentary/bidens-disbanding-1776-commission-shows-lefts-war-us-history\">1776 Commission \u003c/a>to promote “patriotic civic education” and removing critical race theory and diversity, equity and inclusion from what it alleges are requirements for federal grants.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>And instead of supporting “leftist teachers unions” and teacher tenure, it advocates for “reduced union influence and increasing flexibility in hiring and firing.”\u003c/p>\n\u003cp>For these and other reasons, it is to be expected that key education groups would oppose McMahon’s nomination.\u003c/p>\n\u003cp>“Rather than working to strengthen public schools, expand learning opportunities for students and support educators, McMahon’s only mission is to eliminate the Department of Education and take away taxpayer dollars from public schools,” said President Becky Pringle, president of the National Education Association, the largest teachers union in the U.S.\u003c/p>\n\u003cp>However, for conservatives like Frederick Hess, director of education policy studies at the American Enterprise Institute, McMahon is an unknown quantity when it comes to education, and he made a pitch for approaching her nomination with an open mind. “I’m looking forward to learning more about her views and approach to the role in the weeks to come,” he said. “I’d avoid gross assumptions based on biography. Those seeking reflexive celebration or condemnation should look elsewhere. “\u003c/p>\n\u003cp>Controversy has already surfaced about her nomination. Media reports point to an October lawsuit in Maryland alleging McMahon and her husband failed to stop a prominent WWE ringside announcer in the 1980s and 1990s from sexually abusing 12- and 13-year-olds known as “ring boys” who were hired to do errands in preparation for wrestling matches.\u003c/p>\n\u003cp>What is still an open question is whether Trump will move to eliminate the Department of Education or how aggressively he will do so. His administration may decide that it is more important to keep the department intact for any number of reasons, including transforming its influential Office of Civil Rights into a weapon to impose his education agenda onto states or schools.\u003c/p>\n\u003cp>And it is possible that McMahon will continue to voice her praise for teachers and for public schools, including charter schools. “We have a very good system of public and private schools,” she said \u003ca class=\"external\" href=\"https://www.leadersmag.com/issues/2014.1_jan/Women%20Leaders/LEADERS-Linda-McMahon.html\">in an interview\u003c/a> a decade ago. “I’ve watched some masterful teachers who are innovative and who are reaching kids who are below grade level in many of the subjects. To see how they get turned around is heartwarming and astounding.”\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/trump-nominee-for-education-secretary-would-come-backed-with-detailed-policy-agenda/722774\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "california-community-colleges-are-changing-math-placements-heres-what-to-know",
"title": "California Community Colleges are Changing Math Placements. Here's What to Know",
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"headTitle": "California Community Colleges are Changing Math Placements. Here’s What to Know | KQED",
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"content": "\u003cp>If you’re a student at one of California’s community colleges and you plan to study a STEM field, you’ll typically have to pass calculus first before diving into many of the other required classes in physics, engineering, computer science, biology or chemistry.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>A decade ago, you might have started college by taking algebra, trigonometry or precalculus class — or even a remedial class like prealgebra — before getting to calculus. But a \u003ca class=\"external\" href=\"https://justequations.org/resource/charting-a-new-course-investigating-barriers-on-the-calculus-pathway-to-stem\" target=\"_blank\" rel=\"noopener\">body of research\u003c/a> has suggested that having to complete a string of prerequisites before enrolling in calculus wasn’t working for many students and that too many never made it to calculus. That finding was bolstered by evidence showing that Black, Latino and Pell Grant students \u003ca class=\"external\" href=\"https://www.ppic.org/wp-content/uploads/content/pubs/report/R_1116MMR.pdf\" target=\"_blank\" rel=\"noopener\">were overrepresented\u003c/a> in community colleges’ remedial courses.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>Two recent California laws try to address this problem. \u003ca class=\"external\" href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201720180AB705\" target=\"_blank\" rel=\"noopener\">Assembly Bill 705\u003c/a> allows most students to skip all sorts of remedial classes in favor of full credit courses that can transfer to a four-year college; \u003ca class=\"external\" href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202120220AB1705\" target=\"_blank\" rel=\"noopener\">AB 1705\u003c/a> additionally requires colleges to place more STEM students directly into calculus rather than lower-level courses like precalculus or trigonometry.\u003c/p>\n\u003cp>AB 1705 has \u003ca class=\"external\" href=\"https://www.reddit.com/r/Professors/comments/1asg239/californias_ab1705_panicking/?rdt=42530\" target=\"_blank\" rel=\"noopener\">sparked fervent opposition\u003c/a> from some math educators, who worry that less-prepared students who skip traditional prerequisites will fail in calculus and abandon plans to study STEM. They’ve also voiced concern that students who want to take courses like trigonometry and precalculus will no longer be able to do so because the classes will be dropped by colleges.\u003c/p>\n\u003cp>But defenders say AB 1705, which math departments have until fall 2025 to implement, will prevent students from getting detoured or derailed by long course sequences. They note that colleges are swapping out the old prerequisite-heavy model of calculus for new calculus courses with extra support for students who need to learn concepts from algebra and trigonometry as they go. Colleges are also investing in tutoring. In addition, colleges have two years to develop revamped precalculus courses.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>This guide seeks to answer some of the most common questions about what the law means for STEM students and how colleges plan to implement it.\u003c/p>\n\u003ch2>What’s the problem AB 1705 is trying to solve?\u003c/h2>\n\u003cp>Community colleges regularly used to place students deemed to be underprepared in remedialclasses that can’t be transferred to a four-year university. \u003ca class=\"external\" href=\"https://www.ppic.org/publication/policy-brief-tracking-progress-in-community-college-access-and-success/\" target=\"_blank\" rel=\"noopener\">That started to change after AB 705 took effect\u003c/a> in 2018. The Public Policy Institute of California found that between fall 2018 and 2022, the share of students starting in transfer-level math rose, as did the percentage of first-time math students completing such a course in one term.\u003c/p>\n\u003cp>Still, \u003ca href=\"https://edsource.org/2021/community-colleges-are-still-wasting-black-and-latino-students-time/663838\">racial equity gaps\u003c/a> persisted, with white students completing courses at higher rates than Black and Latino students. Advocates also worried that some community colleges were not implementing AB 705 correctly.\u003c/p>\n\u003cp>AB 1705 \u003ca href=\"https://edsource.org/2022/lawmakers-want-to-prevent-students-getting-stuck-in-no-credit-remedial-courses/671448\">builds on AB 705\u003c/a>. As a result of its passage, the \u003ca class=\"external\" href=\"https://leginfo.legislature.ca.gov/faces/codes_displayText.xhtml?lawCode=EDC&division=7.&title=3.&part=48.&chapter=2.&article=1.\" target=\"_blank\" rel=\"noopener\">state education code\u003c/a> now requires U.S. high school graduates to begin community college in courses that meet a requirement of their intended major, though there is an exception if a college can prove a prerequisite course would benefit students. Colleges also have to provide extra help to students who want or need it, such as tutoring or concurrent support courses.\u003c/p>\n\u003cp>“Students should be aware that they have the right to access calculus and, if they want support while they’re in that course, that they’re entitled to get support,” said Jetaun Stevens, a senior staff attorney at the nonprofit law firm Public Advocates.\u003c/p>\n\u003ch2>What guidance has the California Community Colleges Chancellor’s Office provided colleges on implementing the law?\u003c/h2>\n\u003cp>All STEM students must be given the option to take STEM calculus starting on July 1, 2025, according to California Community Colleges Chancellor’s Office \u003ca class=\"external\" href=\"https://www.cccco.edu/-/media/CCCCO-Website/docs/memo/ESLEI-2415-AB-1705-Validation-of-Equitable-Placement-Support-and-Completion-Practices-for-STEM-Progr.pdf\" target=\"_blank\" rel=\"noopener\">guidance\u003c/a>.\u003c/p>\n\u003cp>Only students who either had a high school GPA of 2.6 or less, or who did not pass high school trigonometry, precalculus or calculus with at least a C have the option to take preparatory courses for calculus. Traditionally, that would include courses like precalculus.\u003c/p>\n\u003cp>To comply with the law, the chancellor’s office says colleges can drop or redesign existing preparatory courses like precalculus. If they want to continue offering an existing preparatory course, they’ll need to get the chancellor’s office approval. Colleges must show a student is deemed “highly unlikely to succeed” in STEM calculus without the prep course and meet\u003cs> \u003c/s>additional criteria.\u003c/p>\n\u003ch2>What’s the evidence in favor of overhauling the traditional STEM math prerequisites?\u003c/h2>\n\u003cp>Supporters of AB 1705 often point to studies that tracked how much better STEM students performed when they enrolled directly in calculus.\u003c/p>\n\u003cp>RP Group, a nonprofit that conducts research on behalf of the California community college system, \u003ca class=\"external\" href=\"https://rpgroup.org/Portals/0/Documents/Projects/MultipleMeasures/AB705_Workshops/PreparatoryPathwaysSTEMCalcCompletion_February2024.pdf?ver=2024-04-09-182926-960\" target=\"_blank\" rel=\"noopener\">reported\u003c/a> that students who started in STEM calculus completed the course in two years at higher rates than students who entered a preparatory course for calculus instead and then later tackled calculus, regardless of students’ high school math preparation.\u003c/p>\n\u003cp>\u003ca class=\"external\" href=\"https://rpgroup.org/Portals/0/Documents/Projects/MultipleMeasures/AB705_Workshops/SpotlightOnSTEMCalculus1_Feb2024.pdf\" target=\"_blank\" rel=\"noopener\">Controlling for multiple factors\u003c/a>, RP Group also reported that the probability of completing a first STEM calculus course was lower for students who started in a prerequisite as opposed to students who went straight into calculus.\u003c/p>\n\u003cp>AB 1705’s proponents also highlight Cuyamaca College as an early adopter. \u003ca class=\"external\" href=\"https://accelerationproject.org/wp-content/uploads/2024/06/Cuyamaca-Calc-Coreq-Brief-July-2-2024.pdf\" target=\"_blank\" rel=\"noopener\">A brief by the California Acceleration Project\u003c/a>, one of AB 1705’s backers, reports that 69% of Cuyamaca students who had not studied precalculus and also enrolled in a two-unit support course completed STEM calculus in one term, compared with 30% of students who completed precalculus and then calculus in two terms. Cuyamaca observed improved calculus rates across races; gaps between students of different races were also smaller.\u003c/p>\n\u003ch2>What are math professors’ concerns about AB 1705?\u003c/h2>\n\u003cp>Many math educators said they’re worried about STEM majors with the least math experience — such as students whose highest high school math course was algebra — enrolling directly into calculus. They fear that students will fail those courses at high rates, then drop out of their major or college altogether.\u003c/p>\n\u003cp>“I feel like the state might just be giving up on those students, to be honest,” Rena Weiss, a math professor at Moorpark College said. “They’re wanting to be a STEM major, and they’re going to get put right into Calculus 1. I just can’t imagine a situation where that student would be successful.”\u003c/p>\n\u003cp>Professors are also concerned about students who have been out of school for a long time. Students older than the age of traditional college-goers make up a large portion of the students at California’s community colleges.\u003c/p>\n\u003cp>“To be dropped right into calculus, that’s a pretty significant heavy lift for many of those students,” said Wendy Brill-Wynkoop, president of the Faculty Association of California Community Colleges.\u003c/p>\n\u003cp>Some faculty members also question the RP Group’s research. Both the statewide Academic Senate for the community college system and the academic senates of at least two colleges — \u003ca class=\"external\" href=\"https://edsource.org/wp-content/uploads/2024/11/Resolution-SP24-C-Calling-for-the-Alignment-of-the-CCCCO-AB1705-Guidance-with-AB1705-Legislation.pdf\" target=\"_blank\" rel=\"noopener\">Modesto Junior College\u003c/a> and \u003ca class=\"external\" href=\"https://edsource.org/wp-content/uploads/2024/11/San-Joaquin-Delta-Academic-Senate-AB-1705-resolution-final-draft-1.pdf\" target=\"_blank\" rel=\"noopener\">San Joaquin Delta College\u003c/a> — have passed resolutions calling for a “comprehensive audit” of the data. The \u003ca class=\"external\" href=\"https://sites.google.com/site/csumathcouncil/\" target=\"_blank\" rel=\"noopener\">CSU Math Council\u003c/a>, a forum for the chairs of the university system’s math and statistics departments, also \u003ca class=\"external\" href=\"https://cdn.prod.website-files.com/61afa2b5ded66610900a0b97/66c52247192e9c0327bce1a0_CSU%20Math%20Council%20Resolution%20AB1705%20-%20APPROVED.pdf\" target=\"_blank\" rel=\"noopener\">passed a resolution \u003c/a>calling for a peer review of research used to back AB 1705.\u003c/p>\n\u003ch2>Can STEM students still take calculus prerequisite courses before taking calculus?\u003c/h2>\n\u003cp>Yes, in some cases, at least until 2027.\u003c/p>\n\u003cp>Students at several colleges will have the option to take reshaped, so-called “innovative preparatory courses,” which may include content from college algebra, trigonometry and precalculus.\u003c/p>\n\u003cp>Since the chancellor’s office has not specified what those preparatory courses should include, there is likely to be a lot of variation across the system. At Modesto Junior College, faculty are developing a class that will include curriculum from all three traditional prerequisite courses, said Tina Akers-Porter, a math professor at the college. [aside postID=\"mindshift_63058,mindshift_62724\" label=\"Related Stories\"]\u003c/p>\n\u003cp>Weiss said Moorpark College’s redesigned precalculus course will follow a flipped model, in which students watch lecture videos and complete exercises at home, apply the material to activities in class and then practice the same concepts again after class. Streamlining is another approach; Ohlone College math professor Andy Bloom said colleagues are removing content from an existing precalculus course that students won’t need for their first calculus class.\u003c/p>\n\u003cp>Colleges have until July 2027 to test out the newly revamped preparatory courses. Then, the chancellor’s office will assess the courses again to see if they meet student performance benchmarks.\u003c/p>\n\u003cp>Weiss said she and her colleagues “decided that it was really important to have a precalculus option for students who need it.”\u003c/p>\n\u003cp>Beyond the new innovative preparatory courses, it’s unclear how many colleges will continue to offer prerequisite calculus classes for STEM majors.\u003c/p>\n\u003cp>Tim Melvin, a math professor at Santa Rosa Junior College, is hoping that students can still enroll in calculus prerequisites to get more prepared, even if they have to sign a form acknowledging that the courses aren’t required. “We want to give students more options,” he said. “No requirements, but options.”\u003c/p>\n\u003cp>Brill-Wynkoop said the faculty association is in talks with some legislators and may push for additional legislation that would clarify that colleges can still give STEM majors the option of taking prerequisite classes, without requiring them. The association opposed AB 1705 when it was originally proposed.\u003c/p>\n\u003cp>Chancellor’s office officials, however, would likely oppose such an effort. John Hetts, an executive vice chancellor for the office, said in an email that arguments in favor of giving students a choice are often used “to persuade students to take a slower path or to allow students to self-select into a slower path,” despite the potential for negative consequences.\u003c/p>\n\u003ch2>What are corequisite courses and how are colleges planning to implement them?\u003c/h2>\n\u003cp>Chancellor’s office guidance now says colleges should offer a corequisite course alongside and linked to the calculus class. The corequisite is an additional course of at most two units designed to integrate topics from areas like algebra and trigonometry into calculus.\u003c/p>\n\u003cp>The idea is that with extra course time, instructors can see where students are struggling and offer extra help.\u003c/p>\n\u003cp>Colleges including Chaffey College and Sierra College, for example, now plan to link together corequisite and calculus courses explicitly. Students would sign up for a corequisite scheduledimmediately before or after their calculus course. The two courses would feel to students like a longer, continuous course — one that gives their professors time to review or introduce skills students might have missed.\u003c/p>\n\u003cp>Melvin, at Santa Rosa, said his department is developing a seven-unit calculus class with corequisite support for next fall, which will take up more than half of a given student’s course load.\u003c/p>\n\u003cp>“But for students that maybe need precalculus and a little algebra help, we definitely think it’s going to be effective,” Melvin said.\u003c/p>\n\u003ch2>How are some early calculus corequisite courses going so far?\u003c/h2>\n\u003cp>There are mixed opinions at colleges that already allow STEM students who have not taken precalculus to enroll in calculus courses with a corequisite.\u003c/p>\n\u003cp>Southwestern College math professors Kimberly Eclar and Karen Cliffe said that in fall 2023, the campus opened a calculus course with a two-unit support course for students who had not taken precalculus, offering students additional tutoring and non-credit refresher material, too. They were troubled by the results: Of the students who had not taken precalculus, less than 5% passed the class in its first semester.\u003c/p>\n\u003cp>Some students who do pass calculus without having taken precalculus at college turn out to have learned precalculus while attending high school outside the U.S., Eclar and Cliffe added.\u003c/p>\n\u003cp>Ohlone College is also allowing students who haven’t taken precalculus to enroll directly in calculus with corequisite courses.\u003c/p>\n\u003cp>“I’m not seeing this huge underperformance of my students this semester compared to last semester,” said Bloom, who has presented about STEM calculus support at an \u003ca class=\"external\" href=\"https://rpgroup.org/Events/Strengthening-Student-Success/Workshops\" target=\"_blank\" rel=\"noopener\">RP Group conference\u003c/a>.\u003c/p>\n\u003cp>Bloom said that though some students have dropped the course, there are also positive indicators, including that the average score on the first test of the semester exceeded last year’s average.\u003c/p>\n\u003ch2>What other changes are math departments planning alongside AB 1705?\u003c/h2>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Professors said their campuses are experimenting with technology (like guiding students on how to use AI or using homework software that gauges students’ math skills as they answer questions) and different approaches to testing (like allowing students to retake tests or to choose which questions to answer). Others said they’re aiming to create smaller class sizes, use \u003ca class=\"external\" href=\"https://www.researchforaction.org/news-events/college-access-success/rethinking-placement-how-embedded-tutors-are-helping-community-college-students-succeed/\" target=\"_blank\" rel=\"noopener\">embedded tutors\u003c/a> and tailor calculus courses to meet the needs of life sciences students.\u003c/p>\n\n",
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"excerpt": "Assembly Bill 1705 requiring STEM students to be placed directly into calculus has sparked controversy. Some math educators fear more students will fail calculus. Defenders say the law prevents students getting derailed by prior courses.",
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"title": "California Community Colleges are Changing Math Placements. Here's What to Know | KQED",
"description": "Assembly Bill 1705 requiring STEM students to be placed directly into calculus has sparked controversy. Some math educators fear more students will fail calculus. Defenders say the law prevents students getting derailed by prior courses.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>If you’re a student at one of California’s community colleges and you plan to study a STEM field, you’ll typically have to pass calculus first before diving into many of the other required classes in physics, engineering, computer science, biology or chemistry.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>A decade ago, you might have started college by taking algebra, trigonometry or precalculus class — or even a remedial class like prealgebra — before getting to calculus. But a \u003ca class=\"external\" href=\"https://justequations.org/resource/charting-a-new-course-investigating-barriers-on-the-calculus-pathway-to-stem\" target=\"_blank\" rel=\"noopener\">body of research\u003c/a> has suggested that having to complete a string of prerequisites before enrolling in calculus wasn’t working for many students and that too many never made it to calculus. That finding was bolstered by evidence showing that Black, Latino and Pell Grant students \u003ca class=\"external\" href=\"https://www.ppic.org/wp-content/uploads/content/pubs/report/R_1116MMR.pdf\" target=\"_blank\" rel=\"noopener\">were overrepresented\u003c/a> in community colleges’ remedial courses.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>Two recent California laws try to address this problem. \u003ca class=\"external\" href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201720180AB705\" target=\"_blank\" rel=\"noopener\">Assembly Bill 705\u003c/a> allows most students to skip all sorts of remedial classes in favor of full credit courses that can transfer to a four-year college; \u003ca class=\"external\" href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202120220AB1705\" target=\"_blank\" rel=\"noopener\">AB 1705\u003c/a> additionally requires colleges to place more STEM students directly into calculus rather than lower-level courses like precalculus or trigonometry.\u003c/p>\n\u003cp>AB 1705 has \u003ca class=\"external\" href=\"https://www.reddit.com/r/Professors/comments/1asg239/californias_ab1705_panicking/?rdt=42530\" target=\"_blank\" rel=\"noopener\">sparked fervent opposition\u003c/a> from some math educators, who worry that less-prepared students who skip traditional prerequisites will fail in calculus and abandon plans to study STEM. They’ve also voiced concern that students who want to take courses like trigonometry and precalculus will no longer be able to do so because the classes will be dropped by colleges.\u003c/p>\n\u003cp>But defenders say AB 1705, which math departments have until fall 2025 to implement, will prevent students from getting detoured or derailed by long course sequences. They note that colleges are swapping out the old prerequisite-heavy model of calculus for new calculus courses with extra support for students who need to learn concepts from algebra and trigonometry as they go. Colleges are also investing in tutoring. In addition, colleges have two years to develop revamped precalculus courses.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This guide seeks to answer some of the most common questions about what the law means for STEM students and how colleges plan to implement it.\u003c/p>\n\u003ch2>What’s the problem AB 1705 is trying to solve?\u003c/h2>\n\u003cp>Community colleges regularly used to place students deemed to be underprepared in remedialclasses that can’t be transferred to a four-year university. \u003ca class=\"external\" href=\"https://www.ppic.org/publication/policy-brief-tracking-progress-in-community-college-access-and-success/\" target=\"_blank\" rel=\"noopener\">That started to change after AB 705 took effect\u003c/a> in 2018. The Public Policy Institute of California found that between fall 2018 and 2022, the share of students starting in transfer-level math rose, as did the percentage of first-time math students completing such a course in one term.\u003c/p>\n\u003cp>Still, \u003ca href=\"https://edsource.org/2021/community-colleges-are-still-wasting-black-and-latino-students-time/663838\">racial equity gaps\u003c/a> persisted, with white students completing courses at higher rates than Black and Latino students. Advocates also worried that some community colleges were not implementing AB 705 correctly.\u003c/p>\n\u003cp>AB 1705 \u003ca href=\"https://edsource.org/2022/lawmakers-want-to-prevent-students-getting-stuck-in-no-credit-remedial-courses/671448\">builds on AB 705\u003c/a>. As a result of its passage, the \u003ca class=\"external\" href=\"https://leginfo.legislature.ca.gov/faces/codes_displayText.xhtml?lawCode=EDC&division=7.&title=3.&part=48.&chapter=2.&article=1.\" target=\"_blank\" rel=\"noopener\">state education code\u003c/a> now requires U.S. high school graduates to begin community college in courses that meet a requirement of their intended major, though there is an exception if a college can prove a prerequisite course would benefit students. Colleges also have to provide extra help to students who want or need it, such as tutoring or concurrent support courses.\u003c/p>\n\u003cp>“Students should be aware that they have the right to access calculus and, if they want support while they’re in that course, that they’re entitled to get support,” said Jetaun Stevens, a senior staff attorney at the nonprofit law firm Public Advocates.\u003c/p>\n\u003ch2>What guidance has the California Community Colleges Chancellor’s Office provided colleges on implementing the law?\u003c/h2>\n\u003cp>All STEM students must be given the option to take STEM calculus starting on July 1, 2025, according to California Community Colleges Chancellor’s Office \u003ca class=\"external\" href=\"https://www.cccco.edu/-/media/CCCCO-Website/docs/memo/ESLEI-2415-AB-1705-Validation-of-Equitable-Placement-Support-and-Completion-Practices-for-STEM-Progr.pdf\" target=\"_blank\" rel=\"noopener\">guidance\u003c/a>.\u003c/p>\n\u003cp>Only students who either had a high school GPA of 2.6 or less, or who did not pass high school trigonometry, precalculus or calculus with at least a C have the option to take preparatory courses for calculus. Traditionally, that would include courses like precalculus.\u003c/p>\n\u003cp>To comply with the law, the chancellor’s office says colleges can drop or redesign existing preparatory courses like precalculus. If they want to continue offering an existing preparatory course, they’ll need to get the chancellor’s office approval. Colleges must show a student is deemed “highly unlikely to succeed” in STEM calculus without the prep course and meet\u003cs> \u003c/s>additional criteria.\u003c/p>\n\u003ch2>What’s the evidence in favor of overhauling the traditional STEM math prerequisites?\u003c/h2>\n\u003cp>Supporters of AB 1705 often point to studies that tracked how much better STEM students performed when they enrolled directly in calculus.\u003c/p>\n\u003cp>RP Group, a nonprofit that conducts research on behalf of the California community college system, \u003ca class=\"external\" href=\"https://rpgroup.org/Portals/0/Documents/Projects/MultipleMeasures/AB705_Workshops/PreparatoryPathwaysSTEMCalcCompletion_February2024.pdf?ver=2024-04-09-182926-960\" target=\"_blank\" rel=\"noopener\">reported\u003c/a> that students who started in STEM calculus completed the course in two years at higher rates than students who entered a preparatory course for calculus instead and then later tackled calculus, regardless of students’ high school math preparation.\u003c/p>\n\u003cp>\u003ca class=\"external\" href=\"https://rpgroup.org/Portals/0/Documents/Projects/MultipleMeasures/AB705_Workshops/SpotlightOnSTEMCalculus1_Feb2024.pdf\" target=\"_blank\" rel=\"noopener\">Controlling for multiple factors\u003c/a>, RP Group also reported that the probability of completing a first STEM calculus course was lower for students who started in a prerequisite as opposed to students who went straight into calculus.\u003c/p>\n\u003cp>AB 1705’s proponents also highlight Cuyamaca College as an early adopter. \u003ca class=\"external\" href=\"https://accelerationproject.org/wp-content/uploads/2024/06/Cuyamaca-Calc-Coreq-Brief-July-2-2024.pdf\" target=\"_blank\" rel=\"noopener\">A brief by the California Acceleration Project\u003c/a>, one of AB 1705’s backers, reports that 69% of Cuyamaca students who had not studied precalculus and also enrolled in a two-unit support course completed STEM calculus in one term, compared with 30% of students who completed precalculus and then calculus in two terms. Cuyamaca observed improved calculus rates across races; gaps between students of different races were also smaller.\u003c/p>\n\u003ch2>What are math professors’ concerns about AB 1705?\u003c/h2>\n\u003cp>Many math educators said they’re worried about STEM majors with the least math experience — such as students whose highest high school math course was algebra — enrolling directly into calculus. They fear that students will fail those courses at high rates, then drop out of their major or college altogether.\u003c/p>\n\u003cp>“I feel like the state might just be giving up on those students, to be honest,” Rena Weiss, a math professor at Moorpark College said. “They’re wanting to be a STEM major, and they’re going to get put right into Calculus 1. I just can’t imagine a situation where that student would be successful.”\u003c/p>\n\u003cp>Professors are also concerned about students who have been out of school for a long time. Students older than the age of traditional college-goers make up a large portion of the students at California’s community colleges.\u003c/p>\n\u003cp>“To be dropped right into calculus, that’s a pretty significant heavy lift for many of those students,” said Wendy Brill-Wynkoop, president of the Faculty Association of California Community Colleges.\u003c/p>\n\u003cp>Some faculty members also question the RP Group’s research. Both the statewide Academic Senate for the community college system and the academic senates of at least two colleges — \u003ca class=\"external\" href=\"https://edsource.org/wp-content/uploads/2024/11/Resolution-SP24-C-Calling-for-the-Alignment-of-the-CCCCO-AB1705-Guidance-with-AB1705-Legislation.pdf\" target=\"_blank\" rel=\"noopener\">Modesto Junior College\u003c/a> and \u003ca class=\"external\" href=\"https://edsource.org/wp-content/uploads/2024/11/San-Joaquin-Delta-Academic-Senate-AB-1705-resolution-final-draft-1.pdf\" target=\"_blank\" rel=\"noopener\">San Joaquin Delta College\u003c/a> — have passed resolutions calling for a “comprehensive audit” of the data. The \u003ca class=\"external\" href=\"https://sites.google.com/site/csumathcouncil/\" target=\"_blank\" rel=\"noopener\">CSU Math Council\u003c/a>, a forum for the chairs of the university system’s math and statistics departments, also \u003ca class=\"external\" href=\"https://cdn.prod.website-files.com/61afa2b5ded66610900a0b97/66c52247192e9c0327bce1a0_CSU%20Math%20Council%20Resolution%20AB1705%20-%20APPROVED.pdf\" target=\"_blank\" rel=\"noopener\">passed a resolution \u003c/a>calling for a peer review of research used to back AB 1705.\u003c/p>\n\u003ch2>Can STEM students still take calculus prerequisite courses before taking calculus?\u003c/h2>\n\u003cp>Yes, in some cases, at least until 2027.\u003c/p>\n\u003cp>Students at several colleges will have the option to take reshaped, so-called “innovative preparatory courses,” which may include content from college algebra, trigonometry and precalculus.\u003c/p>\n\u003cp>Since the chancellor’s office has not specified what those preparatory courses should include, there is likely to be a lot of variation across the system. At Modesto Junior College, faculty are developing a class that will include curriculum from all three traditional prerequisite courses, said Tina Akers-Porter, a math professor at the college. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Weiss said Moorpark College’s redesigned precalculus course will follow a flipped model, in which students watch lecture videos and complete exercises at home, apply the material to activities in class and then practice the same concepts again after class. Streamlining is another approach; Ohlone College math professor Andy Bloom said colleagues are removing content from an existing precalculus course that students won’t need for their first calculus class.\u003c/p>\n\u003cp>Colleges have until July 2027 to test out the newly revamped preparatory courses. Then, the chancellor’s office will assess the courses again to see if they meet student performance benchmarks.\u003c/p>\n\u003cp>Weiss said she and her colleagues “decided that it was really important to have a precalculus option for students who need it.”\u003c/p>\n\u003cp>Beyond the new innovative preparatory courses, it’s unclear how many colleges will continue to offer prerequisite calculus classes for STEM majors.\u003c/p>\n\u003cp>Tim Melvin, a math professor at Santa Rosa Junior College, is hoping that students can still enroll in calculus prerequisites to get more prepared, even if they have to sign a form acknowledging that the courses aren’t required. “We want to give students more options,” he said. “No requirements, but options.”\u003c/p>\n\u003cp>Brill-Wynkoop said the faculty association is in talks with some legislators and may push for additional legislation that would clarify that colleges can still give STEM majors the option of taking prerequisite classes, without requiring them. The association opposed AB 1705 when it was originally proposed.\u003c/p>\n\u003cp>Chancellor’s office officials, however, would likely oppose such an effort. John Hetts, an executive vice chancellor for the office, said in an email that arguments in favor of giving students a choice are often used “to persuade students to take a slower path or to allow students to self-select into a slower path,” despite the potential for negative consequences.\u003c/p>\n\u003ch2>What are corequisite courses and how are colleges planning to implement them?\u003c/h2>\n\u003cp>Chancellor’s office guidance now says colleges should offer a corequisite course alongside and linked to the calculus class. The corequisite is an additional course of at most two units designed to integrate topics from areas like algebra and trigonometry into calculus.\u003c/p>\n\u003cp>The idea is that with extra course time, instructors can see where students are struggling and offer extra help.\u003c/p>\n\u003cp>Colleges including Chaffey College and Sierra College, for example, now plan to link together corequisite and calculus courses explicitly. Students would sign up for a corequisite scheduledimmediately before or after their calculus course. The two courses would feel to students like a longer, continuous course — one that gives their professors time to review or introduce skills students might have missed.\u003c/p>\n\u003cp>Melvin, at Santa Rosa, said his department is developing a seven-unit calculus class with corequisite support for next fall, which will take up more than half of a given student’s course load.\u003c/p>\n\u003cp>“But for students that maybe need precalculus and a little algebra help, we definitely think it’s going to be effective,” Melvin said.\u003c/p>\n\u003ch2>How are some early calculus corequisite courses going so far?\u003c/h2>\n\u003cp>There are mixed opinions at colleges that already allow STEM students who have not taken precalculus to enroll in calculus courses with a corequisite.\u003c/p>\n\u003cp>Southwestern College math professors Kimberly Eclar and Karen Cliffe said that in fall 2023, the campus opened a calculus course with a two-unit support course for students who had not taken precalculus, offering students additional tutoring and non-credit refresher material, too. They were troubled by the results: Of the students who had not taken precalculus, less than 5% passed the class in its first semester.\u003c/p>\n\u003cp>Some students who do pass calculus without having taken precalculus at college turn out to have learned precalculus while attending high school outside the U.S., Eclar and Cliffe added.\u003c/p>\n\u003cp>Ohlone College is also allowing students who haven’t taken precalculus to enroll directly in calculus with corequisite courses.\u003c/p>\n\u003cp>“I’m not seeing this huge underperformance of my students this semester compared to last semester,” said Bloom, who has presented about STEM calculus support at an \u003ca class=\"external\" href=\"https://rpgroup.org/Events/Strengthening-Student-Success/Workshops\" target=\"_blank\" rel=\"noopener\">RP Group conference\u003c/a>.\u003c/p>\n\u003cp>Bloom said that though some students have dropped the course, there are also positive indicators, including that the average score on the first test of the semester exceeded last year’s average.\u003c/p>\n\u003ch2>What other changes are math departments planning alongside AB 1705?\u003c/h2>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Professors said their campuses are experimenting with technology (like guiding students on how to use AI or using homework software that gauges students’ math skills as they answer questions) and different approaches to testing (like allowing students to retake tests or to choose which questions to answer). Others said they’re aiming to create smaller class sizes, use \u003ca class=\"external\" href=\"https://www.researchforaction.org/news-events/college-access-success/rethinking-placement-how-embedded-tutors-are-helping-community-college-students-succeed/\" target=\"_blank\" rel=\"noopener\">embedded tutors\u003c/a> and tailor calculus courses to meet the needs of life sciences students.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>A Bay Area school district has settled \u003ca href=\"https://edsource.org/2021/aclu-sues-bay-area-school-district-over-separate-unequal-and-illegal-special-education-program/661126\">a lawsuit\u003c/a> claiming that Black students and English learners were denied a proper education and were disproportionately suspended, expelled or funneled into special education classrooms offering poor instruction.\u003c/p>\n\u003cp>Pittsburg Unified School District in Contra Costa County reached the settlement on Oct. 23 in a suit filed in 2021 by the American Civil Liberties Union (ACLU) of Northern California and the Disability Rights Education and Defense Fund.\u003c/p>\n\u003cp>As part of the agreement, the district agreed to hire two independent consultants to help address the issues raised in the case — the district’s disciplinary practices, special education placement and literacy education for students with disabilities, especially English learners.\u003c/p>\n\u003cp>“This is an excellent settlement that is an important step in the right direction for Pittsburg Unified,” said Linnea Nelson, senior staff attorney at the ACLU of Northern California. “It seeks to dismantle past practices that have marginalized students, particularly Black students, English learners and disabled students.”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[ad fullwidth]\u003c/span>\u003c/p>\n\u003ch2>The case\u003c/h2>\n\u003cp>The lawsuit claimed that the district illegally denied meaningful instruction to Black students, students with disabilities and English learners; that special education teachers were not trained to teach disabled students grade-level standards, and that general education teachers were not trained to differentiate their instruction for disabled students.\u003c/p>\n\u003cp>According to the complaint, one plaintiff, special education teacher Michell Redfoot, claimed that the district dissuaded teachers from holding special education students to the same standards as general education students. Another plaintiff, Mark S., an English learner with autism, spent his school days doing arts and crafts and watching Disney movies instead of learning to read and write.\u003c/p>\n\u003cp>Pittsburg Unified meted out discipline, including suspensions and expulsions, to disabled students and Black students at disproportionate rates, the complaint stated. The district had one of the largest disparities between Black and white students in the state for days of instruction missed due to disruption or defiance, according to the suit. It also claimed that Black students were transported to psychiatric wards at three times the rate of other students.\u003c/p>\n\u003cp>Jessica Black said her daughter, who has since graduated from high school, is still traumatized from an incident when she was in the sixth grade, and the school called police, strapped her to a gurney and transported her to a psychiatric ward.\u003c/p>\n\u003cp>“The fact that the state sanctions this level of violence — that we pay for with tax dollars — is egregious,” Black said.\u003c/p>\n\u003cp>After the approval of the settlement at a meeting on Oct. 23, Pittsburg Unified board President Heliodoro Moreno read a statement on behalf of the board, stating that district practices affecting Black students, English learners and disabled students were not consistent with a district that views itself as a champion of equity and inclusivity.\u003c/p>\n\u003cp>“For instance, Black/African American students have and continue to have suspensions at a disproportionate rate than their peers,” according to the statement. “Our system requires consistent courage, honest dialogue, and continuous growth to interrupt practices that lead to disproportionate outcomes for our scholars, especially for some of our African American scholars and scholars receiving special education services.”\u003c/p>\n\u003ch2>The settlement\u003c/h2>\n\u003cp>Superintendent Janet Schulze said the district had been working to address issues even before the suit was filed and that the settlement process will ultimately improve the district in the long run.\u003c/p>\n\u003cp>“The settlement agreement is focused on areas where we still have work to do, and I see it as a positive outcome of a hard process,” Schulze said in a statement to EdSource.\u003c/p>\n\u003cp>The district agreed to hire two independent experts to create a plan to address the issues.\u003c/p>\n\u003cp>One expert, Mildred Browne, will address how the district disciplines students and places students into special education, while the other, Linda Cavazos, will address the district’s early literacy program for special education students with an emphasis on English learners.\u003c/p>\n\u003cp>The district had previously been working with Browne and recognized the importance of retaining her.\u003c/p>\n\u003cp>“It will allow us to continue and deepen the work we have been doing and were already doing when we were served with the lawsuit,” Schulze stated in an email to EdSource.\u003c/p>\n\u003cp>Under the agreement, working with the district, Browne and Cavazos will create a plan by next May and then, through 2028–29, monitor the district’s progress in implementing their recommendations. They will submit reports twice a year that will be publicly presented to the board.\u003c/p>\n\u003cp>The district had previously come under scrutiny for its special education practices. The 2021 suit alleges that the district failed to implement \u003ca href=\"https://pittsburgusd.net/documents/Departments/Educational-Services/Special-Education/All-of-Our-Students-Succeeding-Task-Force/Program-Evaluation-2015-Stetson-Review.pdf\">recommendations to improve special education evaluations\u003c/a> made in 2016 by Frances Stetson, another consultant.\u003c/p>\n\u003cp>According to Stetson’s report, “the positives to report are few and the concerns are many.” It noted that the district fell below the state requirement that disabled students spend at least 80% of their day in a general education classroom — a concern echoed in the 2021 suit.\u003c/p>\n\u003cp>Nelson, the ACLU attorney, is hopeful that the district will address the issues this time because the settlement agreement is legally binding with accountability measures.\u003c/p>\n\u003cp>She added that the district has already taken important steps demonstrating good faith, such as eliminating “willful defiance” as a reason for suspension, ahead of a statewide requirement.\u003c/p>\n\u003cp>Pittsburg Unified was flagged by the California Department of Education for having significant “\u003ca href=\"https://www.cde.ca.gov/sp/se/qa/disproportionality.asp\">disproportionality\u003c/a>,” which happens when students of a certain race or ethnicity in a district are three times more likely to be identified as having a disability, receiving discipline or being placed in special education for three years in a row.\u003c/p>\n\u003cp>Black students at Pittsburg Unified were more likely to be identified as having an emotional disability or other health impairment. But Schulze said the district is no longer flagged for significant disproportionality.\u003c/p>\n\u003cp>[aside tag='education' label='More Education News.']\u003c/p>\n\u003cp>Malhar Shah, an ACLU attorney who previously worked on the case as an attorney for the Disability Rights Education and Defense Fund, said the settlement could create a program that is a model for other districts.\u003c/p>\n\u003cp>Literacy is a hot-button topic in education right now, but Shah said that literacy instruction in California doesn’t always address the individual needs of a student. For instance, plaintiff Mark S. has unique needs as both an English learner and a student with autism. Teachers in California need training on how to best support all students with evidence-based literacy instruction, Shah said.\u003c/p>\n\u003cp>However, Black, one of the parent plaintiffs in the suit, is not optimistic that the settlement will result in the serious change that students like her daughter would have needed. Her daughter’s time at Pittsburg Unified was marked by fighting to get her daughter the social-emotional support and tutoring she needed, Black said. But even under the threat of litigation, her daughter’s education didn’t improve. She said she lost faith in the district and the state of California.\u003c/p>\n\u003cp>Ultimately, Black pulled her daughter out of Pittsburg Unified and sent her to St. Paul, Minnesota, to live with family members. She thrived in the school system there, graduating from high school early. A teacher at Pittsburg Unified told her daughter that welding or manual labor was her only career options. Black is proud that her daughter is currently studying to be a registered nurse.\u003c/p>\n\u003cp>She said educators in Minnesota “stopped, paused and listened” to her daughter and “considered what she needed.”\u003c/p>\n\u003cp>The case against Pittsburg Unified also named the state of California as a defendant, claiming that, by not intervening, the state failed to protect students’ fundamental right to an education. The state \u003ca href=\"https://www.kqed.org/news/11992394/state-and-aclu-agree-on-more-hands-on-approach-to-tracking-discrimination-in-schools\">settled its part of the case\u003c/a> separately this summer.\u003c/p>\n\u003cp>Shah said the state previously took a “hands-off approach,” relying on school districts to monitor themselves when data showed that school practices disproportionately harmed certain racial or ethnic groups.\u003c/p>\n\u003cp>The state agreed \u003ca href=\"https://www.aclunc.org/sites/default/files/Mark%20S%20Settlement%20Agreement%20with%20CDE_0.pdf\">in a settlement\u003c/a> to monitor districts much more closely by reviewing individual student files, observing classrooms and conducting interviews.\u003c/p>\n\u003cp>Malhar said this is important because there are plenty of problems in school districts that don’t “pop up on paper.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A Bay Area school district has settled \u003ca href=\"https://edsource.org/2021/aclu-sues-bay-area-school-district-over-separate-unequal-and-illegal-special-education-program/661126\">a lawsuit\u003c/a> claiming that Black students and English learners were denied a proper education and were disproportionately suspended, expelled or funneled into special education classrooms offering poor instruction.\u003c/p>\n\u003cp>Pittsburg Unified School District in Contra Costa County reached the settlement on Oct. 23 in a suit filed in 2021 by the American Civil Liberties Union (ACLU) of Northern California and the Disability Rights Education and Defense Fund.\u003c/p>\n\u003cp>As part of the agreement, the district agreed to hire two independent consultants to help address the issues raised in the case — the district’s disciplinary practices, special education placement and literacy education for students with disabilities, especially English learners.\u003c/p>\n\u003cp>“This is an excellent settlement that is an important step in the right direction for Pittsburg Unified,” said Linnea Nelson, senior staff attorney at the ACLU of Northern California. “It seeks to dismantle past practices that have marginalized students, particularly Black students, English learners and disabled students.”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/span>\u003c/p>\n\u003ch2>The case\u003c/h2>\n\u003cp>The lawsuit claimed that the district illegally denied meaningful instruction to Black students, students with disabilities and English learners; that special education teachers were not trained to teach disabled students grade-level standards, and that general education teachers were not trained to differentiate their instruction for disabled students.\u003c/p>\n\u003cp>According to the complaint, one plaintiff, special education teacher Michell Redfoot, claimed that the district dissuaded teachers from holding special education students to the same standards as general education students. Another plaintiff, Mark S., an English learner with autism, spent his school days doing arts and crafts and watching Disney movies instead of learning to read and write.\u003c/p>\n\u003cp>Pittsburg Unified meted out discipline, including suspensions and expulsions, to disabled students and Black students at disproportionate rates, the complaint stated. The district had one of the largest disparities between Black and white students in the state for days of instruction missed due to disruption or defiance, according to the suit. It also claimed that Black students were transported to psychiatric wards at three times the rate of other students.\u003c/p>\n\u003cp>Jessica Black said her daughter, who has since graduated from high school, is still traumatized from an incident when she was in the sixth grade, and the school called police, strapped her to a gurney and transported her to a psychiatric ward.\u003c/p>\n\u003cp>“The fact that the state sanctions this level of violence — that we pay for with tax dollars — is egregious,” Black said.\u003c/p>\n\u003cp>After the approval of the settlement at a meeting on Oct. 23, Pittsburg Unified board President Heliodoro Moreno read a statement on behalf of the board, stating that district practices affecting Black students, English learners and disabled students were not consistent with a district that views itself as a champion of equity and inclusivity.\u003c/p>\n\u003cp>“For instance, Black/African American students have and continue to have suspensions at a disproportionate rate than their peers,” according to the statement. “Our system requires consistent courage, honest dialogue, and continuous growth to interrupt practices that lead to disproportionate outcomes for our scholars, especially for some of our African American scholars and scholars receiving special education services.”\u003c/p>\n\u003ch2>The settlement\u003c/h2>\n\u003cp>Superintendent Janet Schulze said the district had been working to address issues even before the suit was filed and that the settlement process will ultimately improve the district in the long run.\u003c/p>\n\u003cp>“The settlement agreement is focused on areas where we still have work to do, and I see it as a positive outcome of a hard process,” Schulze said in a statement to EdSource.\u003c/p>\n\u003cp>The district agreed to hire two independent experts to create a plan to address the issues.\u003c/p>\n\u003cp>One expert, Mildred Browne, will address how the district disciplines students and places students into special education, while the other, Linda Cavazos, will address the district’s early literacy program for special education students with an emphasis on English learners.\u003c/p>\n\u003cp>The district had previously been working with Browne and recognized the importance of retaining her.\u003c/p>\n\u003cp>“It will allow us to continue and deepen the work we have been doing and were already doing when we were served with the lawsuit,” Schulze stated in an email to EdSource.\u003c/p>\n\u003cp>Under the agreement, working with the district, Browne and Cavazos will create a plan by next May and then, through 2028–29, monitor the district’s progress in implementing their recommendations. They will submit reports twice a year that will be publicly presented to the board.\u003c/p>\n\u003cp>The district had previously come under scrutiny for its special education practices. The 2021 suit alleges that the district failed to implement \u003ca href=\"https://pittsburgusd.net/documents/Departments/Educational-Services/Special-Education/All-of-Our-Students-Succeeding-Task-Force/Program-Evaluation-2015-Stetson-Review.pdf\">recommendations to improve special education evaluations\u003c/a> made in 2016 by Frances Stetson, another consultant.\u003c/p>\n\u003cp>According to Stetson’s report, “the positives to report are few and the concerns are many.” It noted that the district fell below the state requirement that disabled students spend at least 80% of their day in a general education classroom — a concern echoed in the 2021 suit.\u003c/p>\n\u003cp>Nelson, the ACLU attorney, is hopeful that the district will address the issues this time because the settlement agreement is legally binding with accountability measures.\u003c/p>\n\u003cp>She added that the district has already taken important steps demonstrating good faith, such as eliminating “willful defiance” as a reason for suspension, ahead of a statewide requirement.\u003c/p>\n\u003cp>Pittsburg Unified was flagged by the California Department of Education for having significant “\u003ca href=\"https://www.cde.ca.gov/sp/se/qa/disproportionality.asp\">disproportionality\u003c/a>,” which happens when students of a certain race or ethnicity in a district are three times more likely to be identified as having a disability, receiving discipline or being placed in special education for three years in a row.\u003c/p>\n\u003cp>Black students at Pittsburg Unified were more likely to be identified as having an emotional disability or other health impairment. But Schulze said the district is no longer flagged for significant disproportionality.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Malhar Shah, an ACLU attorney who previously worked on the case as an attorney for the Disability Rights Education and Defense Fund, said the settlement could create a program that is a model for other districts.\u003c/p>\n\u003cp>Literacy is a hot-button topic in education right now, but Shah said that literacy instruction in California doesn’t always address the individual needs of a student. For instance, plaintiff Mark S. has unique needs as both an English learner and a student with autism. Teachers in California need training on how to best support all students with evidence-based literacy instruction, Shah said.\u003c/p>\n\u003cp>However, Black, one of the parent plaintiffs in the suit, is not optimistic that the settlement will result in the serious change that students like her daughter would have needed. Her daughter’s time at Pittsburg Unified was marked by fighting to get her daughter the social-emotional support and tutoring she needed, Black said. But even under the threat of litigation, her daughter’s education didn’t improve. She said she lost faith in the district and the state of California.\u003c/p>\n\u003cp>Ultimately, Black pulled her daughter out of Pittsburg Unified and sent her to St. Paul, Minnesota, to live with family members. She thrived in the school system there, graduating from high school early. A teacher at Pittsburg Unified told her daughter that welding or manual labor was her only career options. Black is proud that her daughter is currently studying to be a registered nurse.\u003c/p>\n\u003cp>She said educators in Minnesota “stopped, paused and listened” to her daughter and “considered what she needed.”\u003c/p>\n\u003cp>The case against Pittsburg Unified also named the state of California as a defendant, claiming that, by not intervening, the state failed to protect students’ fundamental right to an education. The state \u003ca href=\"https://www.kqed.org/news/11992394/state-and-aclu-agree-on-more-hands-on-approach-to-tracking-discrimination-in-schools\">settled its part of the case\u003c/a> separately this summer.\u003c/p>\n\u003cp>Shah said the state previously took a “hands-off approach,” relying on school districts to monitor themselves when data showed that school practices disproportionately harmed certain racial or ethnic groups.\u003c/p>\n\u003cp>The state agreed \u003ca href=\"https://www.aclunc.org/sites/default/files/Mark%20S%20Settlement%20Agreement%20with%20CDE_0.pdf\">in a settlement\u003c/a> to monitor districts much more closely by reviewing individual student files, observing classrooms and conducting interviews.\u003c/p>\n\u003cp>Malhar said this is important because there are plenty of problems in school districts that don’t “pop up on paper.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>When Alejandra Lopez saw swing states that had gone for Joe Biden in 2020 leaning red for Donald Trump on Tuesday night, it felt like déjà vu.\u003c/p>\n\u003cp>“I was really distraught. Honestly, I really would have never thought I would see him having a second term in office,” said Lopez, who is a second-year political science student at Cal Poly Pomona.\u003c/p>\n\u003cp>For Lopez, the stakes were personal. Both of her parents are undocumented immigrants from Mexico who have lived in the U.S. for almost 20 years. Trump has pledged to enact mass deportation of undocumented immigrants.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>When Trump won for the first time in 2016, Lopez was 11 years old. She remembers feeling scared that her parents — or even she, a U.S. citizen — would be deported and crying all day in class. Now, she feels more angry.\u003c/p>\n\u003cp>“I’m angry that he was elected into office again, that he has promised the same thing again, and that people keep perpetuating it and moving it forward, not recognizing how harmful it can be,” she said. “You look back, and you see that time and time again, he’s just rephrased the same hate that he’s spewed.”\u003c/p>\n\u003cp>Many California children and their families, including immigrants, transgender students and Black and Latino students, among others, are feeling similar fear and uncertainty, after the election of a candidate who has threatened to deport undocumented immigrants en masse, and to cut school funding to states that protect transgender students and promote diversity, equity and inclusion in their schools.\u003c/p>\n\u003cp>California education leaders and advocates said the fear is palpable and justifiable, but they also urged TK-12 schools, colleges and universities to make sure students and families know about policies to protect their rights, some of which were enacted during the first Trump administration.\u003c/p>\n\u003cp>An estimated \u003ca class=\"external\" href=\"https://childrenspartnership.org/wp-content/uploads/2020/05/ChildIsaChild_Immigrant-2024-FINAL.pdf\" target=\"_blank\" rel=\"noopener\">1 million\u003c/a> California children — about 1 in 10 — have an undocumented immigrant parent, the state estimates. Many more have undocumented family members. About \u003ca class=\"external\" href=\"https://www.cde.ca.gov/sp/ml/t3immdemgraphics.asp\" target=\"_blank\" rel=\"noopener\">165,000\u003c/a> California students are recent immigrants themselves.\u003c/p>\n\u003cp>“If we thought teaching was hard yesterday, wait for today’s questions like, ‘Is Trump going to send me back to the gangs?’ and ‘Is he going to deport my mother/father/brother/cousin?’” wrote teacher Larry Ferlazzo on X (formerly Twitter) Wednesday.\u003c/p>\n\u003cp>Xilonin Cruz-González, deputy director of the advocacy organization Californians Together, said schools must reach out now to immigrant families to ensure they feel welcome and safe in school.\u003c/p>\n\u003cp>“Even though it feels scary, especially for immigrant families, because of the rhetoric we’ve heard through the election cycle and we anticipate we will continue to hear, it’s important to remember, especially in California, we have legal protections for immigrant students,” Cruz-González said. “We have federal protections that require us to make sure our schools are safe and welcoming for all students. And we have California laws, especially AB 699, that was passed in 2017, that requires school districts to ensure that our immigrant students are welcomed into our public schools.”\u003c/p>\n\u003cp>The U.S. Supreme Court established in 1982, in the case Plyler vs. Doe, that all children have a right to a free public education, regardless of their immigration status.\u003c/p>\n\u003cp>California’s \u003ca class=\"external\" href=\"https://www.ilrc.org/sites/default/files/resources/ab_699_final.pdf\" target=\"_blank\" rel=\"noopener\">Assembly Bill 699 (PDF)\u003c/a> was passed in response to the previous Trump administration’s immigration enforcement and the fear it caused among immigrant families in California. The bill instructs schools not to collect information about families’ immigration status unless required by law, and requires schools to pass policies limiting assistance with immigration enforcement at public schools, among other things.\u003c/p>\n\u003cp>Lindsey Bird was a newcomer teacher, working with recent immigrant students in 2016 when Trump was first elected. She said she had Syrian refugee students in tears that day.\u003c/p>\n\u003cp>“They felt like their humanity was on the ballot, and they lost,” she said.\u003c/p>\n\u003cp>Bird now works with Teach Plus California, coaching teachers throughout the state on how best to teach English learners. She said teachers are “heartbroken” for their students after Tuesday’s election and eager to share information with their students about their rights.\u003c/p>\n\u003cp>“One teacher told me, ‘I’ll let myself grieve for the remainder of the week, but then I feel like my mama bear mode has been activated because I feel like I have to protect my students,’” Bird said. “So she was asking, ‘How can I protect them? What are my rights? What are their rights?’”\u003c/p>\n\u003cp>Megan Stanton-Trehan, a senior attorney at Disability Rights California who represents students with disabilities, said she saw many students with disabilities and students of color struggle during the last Trump presidency.\u003c/p>\n\u003cp>“I am really concerned about my clients who have disabilities, who are students of color, who are transgender,” said Stanton-Trehan. “In California, we may have a state that is protecting those students to some degree. We have laws that protect them here that are not dependent upon the way the federal government interprets the law, but that’s a lot of burden to put on the state.”\u003c/p>\n\u003cp>She said that the lessons of that first term, however, are in the power of people standing up to such policies.\u003c/p>\n\u003cp>“I think it’s definitely more than ever a time to really center those students and their needs and, really, their voices too,” Stanton-Trehan said. “They’re the next generation, and they’re living through this as well. They’re the ones at the forefront. If there’s any silver lining, it’s perhaps how galvanizing this can be for young people to say enough is enough.”\u003c/p>\n\u003cp>State Attorney General Rob Bonta has said that his team is preparing to protect immigrants, transgender students and others, with possible litigation against Trump’s expected policies.\u003c/p>\n\u003cp>“Fortunately, and unfortunately, we have four years of Trump 1.0 under our belts. We know what to expect, and we won’t be caught flat-footed,” said a Bonta spokesperson. “California’s Legislature has enacted strong protections for the rights of all students in California, and the Department of Justice will ensure those protections are enforced across the state. We are paying attention to what Trump and his advisers have said about their plans for a second administration, and we will be prepared to defend California’s values.”\u003c/p>\n\u003cp>U.C. Berkeley political science professor Dan Schnur said Gov. Gavin Newsom has battled Trump before, but faces a new reality with Harris’ loss.\u003c/p>\n\u003cp>“Newsom’s challenge is going to be balancing what’s best for him as governor and what’s best for him as a potential presidential candidate,” Schnur said.\u003c/p>\n\u003cp>And Trump recognizes, Schnur said, “how much he can benefit politically with his base by beating up on California. The question is how he decides how much of that political benefit can be realized by threats and how much can be realized through follow-up on those threats.”\u003c/p>\n\u003cp>Trump’s campaign promise of shutting down the U.S. Department of Education is an example.\u003c/p>\n\u003cp>Such a move “is a long, long, long shot,” Schnur said “Even if Republicans do win a House majority, he’s going to have a lot of members here who are reluctant to cast that vote.”\u003c/p>\n\u003cp>But Trump’s railing against transgender people and false claims that children receive gender reassignment surgeries at public schools may keep political traction, Schnur said.\u003c/p>\n\u003cp>“I think that debate is much more likely to be central to his agenda.”\u003c/p>\n\u003cp>LGBTQ+ youth were a major focus of this election season up and down the ballot, according to Jorge Reyes Salinas, communications director for LGBTQ+ civil rights organization Equality California.\u003c/p>\n\u003cp>Trump attacked transgender women playing sports and gender-affirming care for transgender youth. Local school board candidates promoted policies that outed transgender students to their parents, in opposition to \u003ca href=\"https://edsource.org/2024/newsom-signs-bill-to-end-parental-notification-policies-at-schools-but-opponents-say-its-not-over-yet/715767\">a new state law\u003c/a>. Anti-bullying policies at local school districts that specifically name LGBTQ youth have become a flash point.\u003c/p>\n\u003cp>California already has laws on the books that protect these communities, and Salinas noted that voters supported Proposition 3, which enshrines the right to same-sex marriage.\u003c/p>\n\u003cp>“I think being in California does provide a peace of mind,” Salinas said.\u003c/p>\n\u003cp>Equality California will be working with other organizations to ensure that there are no gaps in protecting LGBTQ+ youth in California, and that state laws that do support them are implemented.\u003c/p>\n\u003cp>Some school districts, including Los Angeles Unified, sent messages out to parents prior to or during Election Day, highlighting protections for students and offering mental health support for students experiencing anxiety or fear after the election.\u003c/p>\n\u003cp>The union representing teachers in LAUSD, United Teachers Los Angeles, issued a statement saying that\u003cstrong> “\u003c/strong>Ensuring that students and their families are informed and safe will always be our top priority. We are committed to ensuring that every LAUSD student, especially BIPOC, immigrant, and LGBTQIA+ students, has access to the education, resources, and support they deserve.”\u003c/p>\n\u003cp>Some colleges and universities sent similar messages to students. Santa Monica College sent a message to students before the election to offer counseling and “debriefing” spaces for all students, but particularly for LGBTQ students, undocumented students and “racially minoritized communities.” In a Nov. 6 message, San Francisco State University President Lynn Mahoney encouraged students to seek support from campus counseling services as well as groups including the Dream Resource Center and the Queer & Trans Resource Center.\u003c/p>\n\u003cp>Higher education officials in California are well aware they could face legal and funding challenges from the Trump administration on such issues as enrolling undocumented students, free speech and diversity, equity and inclusion. In a rare move Wednesday, the leaders of California’s three public higher education systems shared a joint statement emphasizing that their campuses are welcoming to students and staff from all backgrounds.\u003c/p>\n\u003cp>“Following the presidential election results, we understand that there is a great deal of uncertainty and anxiety within California’s higher education community,” reads the statement, which was signed by Michael Drake, president of the University of California; Mildred García, chancellor of the California State University; and Sonya Christian, chancellor of California Community Colleges.\u003c/p>\n\u003cp>“The University of California, the California State University, and the California Community Colleges remain steadfast and committed to our values of diversity and inclusivity,” they added.\u003c/p>\n\u003cp>Ju Hong, director of the UCLA Dream Resource Center, said Trump’s call for mass deportation is stoking fear among undocumented students and students who are citizens but have family members who are undocumented.[aside label=\"Related Stories\" postID=\"forum_2010101907711,news_11181738,news_12006150\"]Hong said there’s also concern that the Deferred Action for Childhood Arrivals, or DACA, program could get terminated by the courts during Trump’s presidency. Hong himself is a DACA recipient. If the program gets terminated, he wouldn’t be able to keep his job and would be at risk of deportation.\u003c/p>\n\u003cp>Hong called on UC leaders, including the system’s board of regents, to support immigrant students and staff, both with public statements of support and by advocating for more funding for programs like the Dream Resource Center.\u003c/p>\n\u003cp>“Hopefully they think through what are some creative ways to proactively support immigrant students on and off campus,” Hong said.\u003c/p>\n\u003cp>Kevin R. Johnson, professor and former dean of the UC Davis School of Law, said he is concerned that the election of Trump to a second presidency could deter undocumented students from attending public universities, even in California, where they are eligible for in-state tuition and where all three public college and university systems have legal services for undocumented students and family members.\u003c/p>\n\u003cp>“I do think that over the next few months, we will see a great deal of fear and consternation in the immigrant community, including the immigrant student community,” Johnson said. “I fear that the general tenor and thrust of President Trump and some others about immigrants can chill undocumented students from attending a public university and be worried that any appearance in public places could lead to their removal.”\u003c/p>\n\u003cp>\u003cem>EdSource’s \u003ca href=\"https://edsource.org/author/zstavely\">Zaidee Stavely\u003c/a>, \u003ca href=\"https://edsource.org/author/dlambert\">Diana Lambert\u003c/a>, \u003ca href=\"https://edsource.org/author/bmarquez\">Betty Márquez Rosales\u003c/a>, \u003ca href=\"https://edsource.org/author/egallegos\">Emma Gallegos\u003c/a>, \u003ca href=\"https://edsource.org/author/mburke\">Michael Burke\u003c/a>, \u003ca href=\"https://edsource.org/author/adipierro\">Amy DiPierro\u003c/a>, \u003ca href=\"https://edsource.org/author/mseshadri\">Mallika Seshadri\u003c/a> and \u003ca href=\"https://edsource.org/author/tpeele\">Thomas Peele\u003c/a> contributed to this story that \u003ca href=\"https://edsource.org/2024/california-education-leaders-try-to-reassure-students-of-protections-against-trump-policies/721853\">originally appeared in EdSource\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Alejandra Lopez saw swing states that had gone for Joe Biden in 2020 leaning red for Donald Trump on Tuesday night, it felt like déjà vu.\u003c/p>\n\u003cp>“I was really distraught. Honestly, I really would have never thought I would see him having a second term in office,” said Lopez, who is a second-year political science student at Cal Poly Pomona.\u003c/p>\n\u003cp>For Lopez, the stakes were personal. Both of her parents are undocumented immigrants from Mexico who have lived in the U.S. for almost 20 years. Trump has pledged to enact mass deportation of undocumented immigrants.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>When Trump won for the first time in 2016, Lopez was 11 years old. She remembers feeling scared that her parents — or even she, a U.S. citizen — would be deported and crying all day in class. Now, she feels more angry.\u003c/p>\n\u003cp>“I’m angry that he was elected into office again, that he has promised the same thing again, and that people keep perpetuating it and moving it forward, not recognizing how harmful it can be,” she said. “You look back, and you see that time and time again, he’s just rephrased the same hate that he’s spewed.”\u003c/p>\n\u003cp>Many California children and their families, including immigrants, transgender students and Black and Latino students, among others, are feeling similar fear and uncertainty, after the election of a candidate who has threatened to deport undocumented immigrants en masse, and to cut school funding to states that protect transgender students and promote diversity, equity and inclusion in their schools.\u003c/p>\n\u003cp>California education leaders and advocates said the fear is palpable and justifiable, but they also urged TK-12 schools, colleges and universities to make sure students and families know about policies to protect their rights, some of which were enacted during the first Trump administration.\u003c/p>\n\u003cp>An estimated \u003ca class=\"external\" href=\"https://childrenspartnership.org/wp-content/uploads/2020/05/ChildIsaChild_Immigrant-2024-FINAL.pdf\" target=\"_blank\" rel=\"noopener\">1 million\u003c/a> California children — about 1 in 10 — have an undocumented immigrant parent, the state estimates. Many more have undocumented family members. About \u003ca class=\"external\" href=\"https://www.cde.ca.gov/sp/ml/t3immdemgraphics.asp\" target=\"_blank\" rel=\"noopener\">165,000\u003c/a> California students are recent immigrants themselves.\u003c/p>\n\u003cp>“If we thought teaching was hard yesterday, wait for today’s questions like, ‘Is Trump going to send me back to the gangs?’ and ‘Is he going to deport my mother/father/brother/cousin?’” wrote teacher Larry Ferlazzo on X (formerly Twitter) Wednesday.\u003c/p>\n\u003cp>Xilonin Cruz-González, deputy director of the advocacy organization Californians Together, said schools must reach out now to immigrant families to ensure they feel welcome and safe in school.\u003c/p>\n\u003cp>“Even though it feels scary, especially for immigrant families, because of the rhetoric we’ve heard through the election cycle and we anticipate we will continue to hear, it’s important to remember, especially in California, we have legal protections for immigrant students,” Cruz-González said. “We have federal protections that require us to make sure our schools are safe and welcoming for all students. And we have California laws, especially AB 699, that was passed in 2017, that requires school districts to ensure that our immigrant students are welcomed into our public schools.”\u003c/p>\n\u003cp>The U.S. Supreme Court established in 1982, in the case Plyler vs. Doe, that all children have a right to a free public education, regardless of their immigration status.\u003c/p>\n\u003cp>California’s \u003ca class=\"external\" href=\"https://www.ilrc.org/sites/default/files/resources/ab_699_final.pdf\" target=\"_blank\" rel=\"noopener\">Assembly Bill 699 (PDF)\u003c/a> was passed in response to the previous Trump administration’s immigration enforcement and the fear it caused among immigrant families in California. The bill instructs schools not to collect information about families’ immigration status unless required by law, and requires schools to pass policies limiting assistance with immigration enforcement at public schools, among other things.\u003c/p>\n\u003cp>Lindsey Bird was a newcomer teacher, working with recent immigrant students in 2016 when Trump was first elected. She said she had Syrian refugee students in tears that day.\u003c/p>\n\u003cp>“They felt like their humanity was on the ballot, and they lost,” she said.\u003c/p>\n\u003cp>Bird now works with Teach Plus California, coaching teachers throughout the state on how best to teach English learners. She said teachers are “heartbroken” for their students after Tuesday’s election and eager to share information with their students about their rights.\u003c/p>\n\u003cp>“One teacher told me, ‘I’ll let myself grieve for the remainder of the week, but then I feel like my mama bear mode has been activated because I feel like I have to protect my students,’” Bird said. “So she was asking, ‘How can I protect them? What are my rights? What are their rights?’”\u003c/p>\n\u003cp>Megan Stanton-Trehan, a senior attorney at Disability Rights California who represents students with disabilities, said she saw many students with disabilities and students of color struggle during the last Trump presidency.\u003c/p>\n\u003cp>“I am really concerned about my clients who have disabilities, who are students of color, who are transgender,” said Stanton-Trehan. “In California, we may have a state that is protecting those students to some degree. We have laws that protect them here that are not dependent upon the way the federal government interprets the law, but that’s a lot of burden to put on the state.”\u003c/p>\n\u003cp>She said that the lessons of that first term, however, are in the power of people standing up to such policies.\u003c/p>\n\u003cp>“I think it’s definitely more than ever a time to really center those students and their needs and, really, their voices too,” Stanton-Trehan said. “They’re the next generation, and they’re living through this as well. They’re the ones at the forefront. If there’s any silver lining, it’s perhaps how galvanizing this can be for young people to say enough is enough.”\u003c/p>\n\u003cp>State Attorney General Rob Bonta has said that his team is preparing to protect immigrants, transgender students and others, with possible litigation against Trump’s expected policies.\u003c/p>\n\u003cp>“Fortunately, and unfortunately, we have four years of Trump 1.0 under our belts. We know what to expect, and we won’t be caught flat-footed,” said a Bonta spokesperson. “California’s Legislature has enacted strong protections for the rights of all students in California, and the Department of Justice will ensure those protections are enforced across the state. We are paying attention to what Trump and his advisers have said about their plans for a second administration, and we will be prepared to defend California’s values.”\u003c/p>\n\u003cp>U.C. Berkeley political science professor Dan Schnur said Gov. Gavin Newsom has battled Trump before, but faces a new reality with Harris’ loss.\u003c/p>\n\u003cp>“Newsom’s challenge is going to be balancing what’s best for him as governor and what’s best for him as a potential presidential candidate,” Schnur said.\u003c/p>\n\u003cp>And Trump recognizes, Schnur said, “how much he can benefit politically with his base by beating up on California. The question is how he decides how much of that political benefit can be realized by threats and how much can be realized through follow-up on those threats.”\u003c/p>\n\u003cp>Trump’s campaign promise of shutting down the U.S. Department of Education is an example.\u003c/p>\n\u003cp>Such a move “is a long, long, long shot,” Schnur said “Even if Republicans do win a House majority, he’s going to have a lot of members here who are reluctant to cast that vote.”\u003c/p>\n\u003cp>But Trump’s railing against transgender people and false claims that children receive gender reassignment surgeries at public schools may keep political traction, Schnur said.\u003c/p>\n\u003cp>“I think that debate is much more likely to be central to his agenda.”\u003c/p>\n\u003cp>LGBTQ+ youth were a major focus of this election season up and down the ballot, according to Jorge Reyes Salinas, communications director for LGBTQ+ civil rights organization Equality California.\u003c/p>\n\u003cp>Trump attacked transgender women playing sports and gender-affirming care for transgender youth. Local school board candidates promoted policies that outed transgender students to their parents, in opposition to \u003ca href=\"https://edsource.org/2024/newsom-signs-bill-to-end-parental-notification-policies-at-schools-but-opponents-say-its-not-over-yet/715767\">a new state law\u003c/a>. Anti-bullying policies at local school districts that specifically name LGBTQ youth have become a flash point.\u003c/p>\n\u003cp>California already has laws on the books that protect these communities, and Salinas noted that voters supported Proposition 3, which enshrines the right to same-sex marriage.\u003c/p>\n\u003cp>“I think being in California does provide a peace of mind,” Salinas said.\u003c/p>\n\u003cp>Equality California will be working with other organizations to ensure that there are no gaps in protecting LGBTQ+ youth in California, and that state laws that do support them are implemented.\u003c/p>\n\u003cp>Some school districts, including Los Angeles Unified, sent messages out to parents prior to or during Election Day, highlighting protections for students and offering mental health support for students experiencing anxiety or fear after the election.\u003c/p>\n\u003cp>The union representing teachers in LAUSD, United Teachers Los Angeles, issued a statement saying that\u003cstrong> “\u003c/strong>Ensuring that students and their families are informed and safe will always be our top priority. We are committed to ensuring that every LAUSD student, especially BIPOC, immigrant, and LGBTQIA+ students, has access to the education, resources, and support they deserve.”\u003c/p>\n\u003cp>Some colleges and universities sent similar messages to students. Santa Monica College sent a message to students before the election to offer counseling and “debriefing” spaces for all students, but particularly for LGBTQ students, undocumented students and “racially minoritized communities.” In a Nov. 6 message, San Francisco State University President Lynn Mahoney encouraged students to seek support from campus counseling services as well as groups including the Dream Resource Center and the Queer & Trans Resource Center.\u003c/p>\n\u003cp>Higher education officials in California are well aware they could face legal and funding challenges from the Trump administration on such issues as enrolling undocumented students, free speech and diversity, equity and inclusion. In a rare move Wednesday, the leaders of California’s three public higher education systems shared a joint statement emphasizing that their campuses are welcoming to students and staff from all backgrounds.\u003c/p>\n\u003cp>“Following the presidential election results, we understand that there is a great deal of uncertainty and anxiety within California’s higher education community,” reads the statement, which was signed by Michael Drake, president of the University of California; Mildred García, chancellor of the California State University; and Sonya Christian, chancellor of California Community Colleges.\u003c/p>\n\u003cp>“The University of California, the California State University, and the California Community Colleges remain steadfast and committed to our values of diversity and inclusivity,” they added.\u003c/p>\n\u003cp>Ju Hong, director of the UCLA Dream Resource Center, said Trump’s call for mass deportation is stoking fear among undocumented students and students who are citizens but have family members who are undocumented.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Hong said there’s also concern that the Deferred Action for Childhood Arrivals, or DACA, program could get terminated by the courts during Trump’s presidency. Hong himself is a DACA recipient. If the program gets terminated, he wouldn’t be able to keep his job and would be at risk of deportation.\u003c/p>\n\u003cp>Hong called on UC leaders, including the system’s board of regents, to support immigrant students and staff, both with public statements of support and by advocating for more funding for programs like the Dream Resource Center.\u003c/p>\n\u003cp>“Hopefully they think through what are some creative ways to proactively support immigrant students on and off campus,” Hong said.\u003c/p>\n\u003cp>Kevin R. Johnson, professor and former dean of the UC Davis School of Law, said he is concerned that the election of Trump to a second presidency could deter undocumented students from attending public universities, even in California, where they are eligible for in-state tuition and where all three public college and university systems have legal services for undocumented students and family members.\u003c/p>\n\u003cp>“I do think that over the next few months, we will see a great deal of fear and consternation in the immigrant community, including the immigrant student community,” Johnson said. “I fear that the general tenor and thrust of President Trump and some others about immigrants can chill undocumented students from attending a public university and be worried that any appearance in public places could lead to their removal.”\u003c/p>\n\u003cp>\u003cem>EdSource’s \u003ca href=\"https://edsource.org/author/zstavely\">Zaidee Stavely\u003c/a>, \u003ca href=\"https://edsource.org/author/dlambert\">Diana Lambert\u003c/a>, \u003ca href=\"https://edsource.org/author/bmarquez\">Betty Márquez Rosales\u003c/a>, \u003ca href=\"https://edsource.org/author/egallegos\">Emma Gallegos\u003c/a>, \u003ca href=\"https://edsource.org/author/mburke\">Michael Burke\u003c/a>, \u003ca href=\"https://edsource.org/author/adipierro\">Amy DiPierro\u003c/a>, \u003ca href=\"https://edsource.org/author/mseshadri\">Mallika Seshadri\u003c/a> and \u003ca href=\"https://edsource.org/author/tpeele\">Thomas Peele\u003c/a> contributed to this story that \u003ca href=\"https://edsource.org/2024/california-education-leaders-try-to-reassure-students-of-protections-against-trump-policies/721853\">originally appeared in EdSource\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>High school seniors in various parts of the state will have new pathways to the Cal State system for fall 2025.\u003c/p>\n\u003cp>Cal State East Bay announced partnerships with the San Leandro and Hayward Unified School Districts to provide guaranteed admission to students who have completed A-G coursework and sustained at least a 2.5 GPA.\u003c/p>\n\u003cp>High school students in these districts will be notified by the campus if they are guaranteed admission — and will then have to follow through the normal application process and formally enroll.\u003c/p>\n\u003cp>“This type of personal outreach is about more than eligibility — it’s about belonging, about knowing that there is a place for them in their community,” Sonal Patel, San Leandro Unified School District assistant superintendent of educational services, referring to the personalized nature of the admissions offers.\u003c/p>\n\u003cp>“We want our students to feel welcomed and valued as they take this next important step in their educational journey.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Further south, the California State University (CSU) system will also pilot a new direct admissions program for high school seniors through a partnership with the Riverside County Office of Education.\u003c/p>\n\u003cp>CSU will offer graduates of the county’s public high schools eligible for direct admission for fall 2025. The pilot program will include 10 of the CSU’s 23 campuses.\u003c/p>\n\u003cp>Those 10 campuses are CSU Channel Islands, Chico State, CSU East Bay, Cal Poly, Cal Maritime, CSU Monterey Bay, CSU San Bernardino, San Francisco State, CSU San Marcos and Sonoma State.\u003c/p>\n\u003cp>To qualify, high school seniors must meet the A-G requirements and pass each course with a C or higher.\u003c/p>\n\u003cp>Once students meet those requirements, they will be informed of their conditional admission and will have to select the campuses they prefer within the system. Campuses would follow up later on with official admissions offers.\u003c/p>\n\u003cp>“We are excited to provide a direct pathway to higher education for thousands of high school students across Riverside County,” said CSU’s assistant vice chancellor of strategic enrollment management, April Grommo, in the announcement, according to Forbes.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“We want students to know that the door to college opportunity is open to them and to help relieve some of the stress and uncertainty about applying for college. Riverside County is an excellent location for this first-ever program for the CSU, as it is ethnically and economically representative of the diversity of California and many of the students the CSU is so proud to serve.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>High school seniors in various parts of the state will have new pathways to the Cal State system for fall 2025.\u003c/p>\n\u003cp>Cal State East Bay announced partnerships with the San Leandro and Hayward Unified School Districts to provide guaranteed admission to students who have completed A-G coursework and sustained at least a 2.5 GPA.\u003c/p>\n\u003cp>High school students in these districts will be notified by the campus if they are guaranteed admission — and will then have to follow through the normal application process and formally enroll.\u003c/p>\n\u003cp>“This type of personal outreach is about more than eligibility — it’s about belonging, about knowing that there is a place for them in their community,” Sonal Patel, San Leandro Unified School District assistant superintendent of educational services, referring to the personalized nature of the admissions offers.\u003c/p>\n\u003cp>“We want our students to feel welcomed and valued as they take this next important step in their educational journey.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Further south, the California State University (CSU) system will also pilot a new direct admissions program for high school seniors through a partnership with the Riverside County Office of Education.\u003c/p>\n\u003cp>CSU will offer graduates of the county’s public high schools eligible for direct admission for fall 2025. The pilot program will include 10 of the CSU’s 23 campuses.\u003c/p>\n\u003cp>Those 10 campuses are CSU Channel Islands, Chico State, CSU East Bay, Cal Poly, Cal Maritime, CSU Monterey Bay, CSU San Bernardino, San Francisco State, CSU San Marcos and Sonoma State.\u003c/p>\n\u003cp>To qualify, high school seniors must meet the A-G requirements and pass each course with a C or higher.\u003c/p>\n\u003cp>Once students meet those requirements, they will be informed of their conditional admission and will have to select the campuses they prefer within the system. Campuses would follow up later on with official admissions offers.\u003c/p>\n\u003cp>“We are excited to provide a direct pathway to higher education for thousands of high school students across Riverside County,” said CSU’s assistant vice chancellor of strategic enrollment management, April Grommo, in the announcement, according to Forbes.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“We want students to know that the door to college opportunity is open to them and to help relieve some of the stress and uncertainty about applying for college. Riverside County is an excellent location for this first-ever program for the CSU, as it is ethnically and economically representative of the diversity of California and many of the students the CSU is so proud to serve.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "how-california-teachers-tackled-misinformation-during-election-season",
"title": "How California Teachers Tackled Misinformation During Election Season",
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"content": "\u003cp>In the months preceding this week’s election, some California history and social studies teachers have proceeded cautiously in covering the presidential campaign, while others have embraced the opportunity confidently and comprehensively. But most included instruction about the presidential election in their courses, according to responses to an EdSource survey of California history and social science teachers.\u003c/p>\n\u003cp>Their responses underscore that most teachers understood the potential pitfalls of teaching politics in polarized times, compounded by a contagion of misinformation on social media. \u003ca class=\"external\" href=\"https://edsource.org/wp-content/uploads/2024/11/EdSource-Election-Survey-October-2024.pdf\" target=\"_blank\" rel=\"noopener\" data-type=\"link\" data-id=\"https://edsource.org/wp-content/uploads/2024/11/EdSource-Election-Survey-October-2024.pdf\">(Go here to read the questionnaire.)\u003c/a>\u003c/p>\n\u003cp>“A lot of kids are turned off about government and politics. We in the classroom are giving them a sense of access and empowerment,” said Rachel Reinhard, who teaches 12th grade U.S. History and Government at Oakland High School. “We’re showing that elections are ways that individuals can exert power on the system and make sense of an incredibly fast-paced and changing world.”\u003c/p>\n\u003cp>Yet some teachers have struggled to explain how Republican Donald Trump’s rhetoric, threats of retribution, and vows to expel undocumented immigrants have added anxiety to an unprecedentedly tense and divisive election.\u003c/p>\n\u003cp>“The dilemma for any responsible teacher right now is to explain the stakes while being nonpartisan,” said Mike Fishback, who teaches seventh- and eighth-grade social studies at Almaden Country Day School, a private school in San Jose.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca class=\"external\" href=\"https://www.ccss.org/\" target=\"_blank\" rel=\"noopener\">The California Council for the Social Studies\u003c/a> agreed to send EdSource’s survey to its 2,000-member email list, which includes more than 500 active members, most of them teachers. Of those, 64 teachers — about 1 in 8 member teachers — returned the survey by the Oct. 16 deadline. EdSource did not require teachers to submit their names or their schools, although 16 teachers did identify themselves, and many said they were willing to be contacted for an EdSource article.\u003c/p>\n\u003cp>Among the top-line results of the survey:\u003c/p>\n\u003cul class=\"wp-block-list\">\n\u003cli>More than three-quarters of teachers who answered the survey said they are teaching about the election and the presidential campaign, and most of those who aren’t said it was their choice, not a district mandate.\u003c/li>\n\u003cli>Asked if they planned to discuss the Jan. 6, 2021, assault on the Capitol, 37% said no, 29% said yes, and 34% said maybe.\u003c/li>\n\u003cli>Asked if they planned to discuss potential election interference, 39% said no, 23% said yes, and 38% said maybe.\u003c/li>\n\u003cli>Asked to express their level of concern about student incivility in dealing with the election, 44% said they were slightly or not at all concerned; 23% said they were somewhat concerned; and 15% said they were moderately, very or greatly concerned. An additional 19% said they were neutral on the issue.\u003c/li>\n\u003c/ul>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://datawrapper.dwcdn.net/5pDLx/1/\" width=\"1000\" height=\"350\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://datawrapper.dwcdn.net/2bhJN/2/\" width=\"1000\" height=\"500\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003ch2>Inoculating for incivility\u003c/h2>\n\u003cp>Creating a classroom culture of respect is critical to promoting openness and avoiding disrespect amid disagreements, Barrett Vitol, a U.S. History and Government teacher at Aptos High in Pajaro Valley Unified, told EdSource. He characterized the district as politically and economically diverse with “extreme wealth and hard poverty,” where some students in farmworker families “are genuinely worried” about the outcome of the election.\u003c/p>\n\u003cp>“When we come together in August, we spend a lot of time helping to build community,” said Vitol, who said he shares with students his own experience as a volunteer for the 2000 Democratic presidential campaign for then Vice President Al Gore.\u003c/p>\n\u003cp>“You have to role model someone who will be politically active without disrespecting other people,” he said, adding that he also relies on humor to defuse tensions.\u003c/p>\n\u003cp>Bob Kelly, a U.S. History and Government teacher at the 500-student Minarets High and Charter High School in Chawanakee Unified, also set class norms early in the year, with a “social compact that holds the students accountable to being respectful to each other,” he said. The rural school district abuts Yosemite National Park.\u003c/p>\n\u003cp>Bruce Aster, who teaches U.S. Government at Carlsbad High School, said that his goal “is to teach civil discourse from day one.” He tells his students, ‘If you demonize your opponent, you will not get their ears.’ That’s a big theme in all my classes.”\u003c/p>\n\u003cp>Many of the teachers cited guides and resources they drew on to promote civil dialogue, bridge differences of opinion and lay out frameworks for discussions. Popular sources include\u003ca class=\"external\" href=\"https://braverangels.org/\" target=\"_blank\" rel=\"noopener\"> Braver Angels\u003c/a>, a volunteer-led national nonprofit, and Boston-based \u003ca class=\"external\" href=\"https://www.facinghistory.org/\" target=\"_blank\" rel=\"noopener\">Facing History and Ourselves\u003c/a>, which offers lessons, explainers and activities on teaching the election.\u003c/p>\n\u003cp>While sources of misinformation have proliferated on the internet, so have tools to expose them. Teachers pointed to sites like\u003ca class=\"external\" href=\"https://adfontesmedia.com/\" target=\"_blank\" rel=\"noopener\"> adfontesmedia.com\u003c/a>,\u003ca class=\"external\" href=\"https://www.allsides.com/about\" target=\"_blank\" rel=\"noopener\"> AllSides.com\u003c/a> and\u003ca class=\"external\" href=\"https://mediabiasfactcheck.com/\" target=\"_blank\" rel=\"noopener\"> mediafactcheck.com\u003c/a> that analyze news sources’ reliability and point to alternative sources with different political perspectives.\u003c/p>\n\u003cp>Reinhard refers to encouraging students to seek trustworthy and accurate news sources as building a “muscle memory.”\u003c/p>\n\u003cp>“I am hoping they would create a habit to counter what they are seeing on social media,” said Reinhard, who is in her second year teaching high school in Oakland after serving as director of the UC Berkeley History-Social Science Project; it supports K-12 teachers in planning for history instruction.\u003c/p>\n\u003cfigure id=\"attachment_12012395\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/Oakland-High-School-scaled-1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12012395\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/Oakland-High-School-scaled-1.jpg\" alt=\"A white woman wearing glasses and a navy blue shirt leans over teenage girls looking at a book.\" width=\"2560\" height=\"1561\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/Oakland-High-School-scaled-1.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/Oakland-High-School-scaled-1-800x488.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/Oakland-High-School-scaled-1-1020x622.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/Oakland-High-School-scaled-1-160x98.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/Oakland-High-School-scaled-1-1536x937.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/Oakland-High-School-scaled-1-2048x1249.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/Oakland-High-School-scaled-1-1920x1171.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Oakland High teacher Rachel Reinhard interacts with students during a U.S. Government class last week. \u003ccite>(Andrew Reed / EdSource)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Karen Clark Yamamoto, who chairs the history department at Western High in the Anaheim Union High School District, said students found the revelations of bias in their favorite sites enlightening. “They realized, ‘I don’t know as much as I thought I did,’” she said. [aside postID=\"mindshift_63681,news_11967044\" label=\"Related Stories\"]\u003c/p>\n\u003cp>To help students clarify their own political views, several teachers had students take the\u003ca class=\"external\" href=\"https://www.pewresearch.org/politics/quiz/political-typology/?gad_source=1&gclid=CjwKCAjw-JG5BhBZEiwAt7JR67sJVk_oKJyHx_hO26tGTmCNHjZ8DRY8J9FYXI4rbMIif8adXmTVzxoCJNgQAvD_BwE\" target=\"_blank\" rel=\"noopener\"> Pew Media Typology Quiz\u003c/a>, whose questions reveal whether students have conservative or liberal philosophies.\u003c/p>\n\u003ch2>Classroom priorities and strategies\u003c/h2>\n\u003cp>The EdSource questionnaire asked teachers to describe the focus of their instruction and their plans for covering the election. The consensus was that a teacher should give students the tools to make informed choices about candidates and ballot issues.\u003c/p>\n\u003cp>James Yates, a teacher at Stellar Charter School in Redding, wrote, “I will teach my students how to investigate each candidate. I want them to look past the rumors and prejudice to see who will really help our country thrive.”\u003c/p>\n\u003cp>Kelly wrote, “We focus on helping the students make sense of the offices, candidates and propositions by understanding which issues matter to them the most.”\u003c/p>\n\u003cp>“Essentially, we focus on students informing themselves and using their own ideology to decide what is best,” said Jon Resendez, a U.S. Government and Economics teacher at Portola High in Irvine Unified. He has found that students, unlike some of their parents, are open when forming their political beliefs.\u003c/p>\n\u003cp>“It’s normal for teenagers to be more flexible than adults in their perspective as they learn more,” he said. “They adjust their voting behavior.”\u003c/p>\n\u003ch2>Little outside criticism\u003c/h2>\n\u003cp>Slightly more than a third of teachers responded to the question about whether they had experienced any criticism from teaching about the presidential election. The majority — 16 of 23 — said they had not, but five reported being criticized by parents, three by students and two by administrators or other colleagues.\u003c/p>\n\u003cp>All eight teachers EdSource spoke with said they were unconcerned about parental pressure or criticism.\u003c/p>\n\u003cp>“No parents are reaching out to express concern,” said Resendez. “Parents assume we will tackle issues head-on.”\u003c/p>\n\u003cp>Kelly, of Chawanakee Unified, uses his students’ work to inform parents about the elections. His students created election guides that they shared at the school’s back-to-school showcase in late October. It included separate objective profiles of Democrat Kamala Harris and Trump, drafted by students chosen because they didn’t support the candidates, Kelly said, along with summaries of local candidates and statewide ballot propositions.\u003c/p>\n\u003cp>At his back-to-school night, Fishback, of the Almaden County Day School in San Jose, encourages parents of his middle school students to discuss election issues and candidates with them.\u003c/p>\n\u003cp>He said that he tells them, “’I need you. If you have not passed along your political values, now is the time to do it. I want them to come to class knowing what families believe and why. My job is to help the students encounter and engage with different perspectives on a variety of contentious issues.’ ”\u003c/p>\n\u003ch2>What the teachers taught and how\u003c/h2>\n\u003cp>The survey asked teachers to check off a list of topics for presenting the presidential election and to add to it. Of 48 teachers who responded to the question, 37 said they reviewed candidates’ positions on key issues and 35 discussed the Electoral College; 28 asked students to explain issues that are important to them and 23 included fact-checking candidates’ claims and statements. Fifteen said they discussed claims that there would be widespread voter fraud.\u003c/p>\n\u003cp>One teacher included discussing gerrymandering, and another said classes would focus on differences among political parties but not the candidates themselves.\u003c/p>\n\u003cp>The teachers reported that they approached the topics with different strategies. Some had students participate in the traditional statewide mock election organized by the California Secretary of State or held their own elections. Some teachers held candidates’ debates, while others intentionally did not, focusing instead on objective analyses of candidates’ positions and the accuracy of media coverage.\u003c/p>\n\u003cp>“I’m not interested in debates,” said Reinhard of Oakland High. “Debates often create false parity. I’m not interested in having students try to win a debate around some information I find problematic.”\u003c/p>\n\u003cp>Yamamoto asks her students in Anaheim to pick five issues they care about and investigate the positions of the parties and the candidates’ websites to determine which party more closely aligns with their views. Inflation, health care and reproductive rights were among the issues. They did the same process with the 10 state initiatives on the ballot.\u003c/p>\n\u003cp>Barrett organized a model Congress for his students at Aptos High. Students wrote their own bills and had to persuade committee chairs and each legislative house to pass them. “Extreme” bills on immigration didn’t make the cut; those that did pass include creating affordable health care, limiting homework, requiring those over 70 to take an extra diving test, taxing billionaires, and granting immigrants who pay taxes for five years a path to citizenship, he said.\u003c/p>\n\u003cp>Some students become deeply invested in their bills, but usually they can control themselves, Barrett said.\u003c/p>\n\u003cp>Aster, of Carlsbad, and Kelly, of Chawanakee Unified, continued what they have done for years: bringing in outside speakers to represent parties and candidates for a debate run by students. “We seek regular folks, not politicians,” said Aster. “It’s always civil, and students see that you can be gracious while speaking strongly.”\u003c/p>\n\u003cp>Several teachers said they didn’t avoid controversy, including looking at the rhetoric of the campaign: Trump’s racist language and post-election authoritarian threats and Democrats’ calling him a “fascist” and a “clown.” But students looked at the furor through an analytical lens to keep discussions “from going off the rails,” said Fishback. He asked his students, How would you characterize Trump, and what has been the impact of his language on the campaign?\u003c/p>\n\u003cp>Most teachers emphasized they kept their own presidential preferences to themselves. “I work hard to be objective; I want it to be a mystery as to my views, though I don’t want them to think I don’t care,” said Aster. Kelly said he would tell students after the election whom he voted for if they asked.\u003c/p>\n\u003cp>“As much I like to lean into politics, the line I don’t cross is siding with one candidate over another,” said Fishback.\u003c/p>\n\u003ch2>Seeing themselves as voters\u003c/h2>\n\u003cp>Aster has been teaching high school for more than three decades.\u003c/p>\n\u003cp>“I see part of my job is to be a cheerleader for the American system and to have them look forward to participating in it,” Aster said. “I don’t want them to come away thinking the system is rigged.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Last spring, when it appeared likely to be Trump vs. Joe Biden, students in Reinhard’s Government class at Oakland High had no interest in the election. “They were deadened by it,” she said. The nomination of Harris, the hometown candidate and a younger woman of color, however, at least sparked interest, she said.\u003c/p>\n\u003cdiv id=\"block-block_3a9750b17c8b42182e2da4169cf80342\" class=\"block-going-deeper alignfull\">\n\u003cdiv class=\"acf-innerblocks-container\">\n\u003ch2>More findings in the EdSource questionnaire\u003c/h2>\n\u003cul class=\"wp-block-list\">\n\u003cli>The teachers were from all regions of the state, with 27% from Southern California, 17% from the Central Valley and Central Coast and 17% from the San Francisco Bay Areas, 14% from the Sacramento area, 10% from Northern California, 9% from the San Diego area and 3% from the Inland Empire of San Bernardino and Riverside counties.\u003c/li>\n\u003cli>Of the teachers who said they aren’t teaching about the presidential election, only three – two who teach in a largely Democratic district and one from a largely Republican district – said it was their school’s and/or district’s policy not to discuss the subject. Another teacher is discussing the election but not the candidates.\u003c/li>\n\u003cli>Offered multiple choices to explain their reasons for not teaching the election to their students, the majority said there is too much other course material to get through, especially AP courses in U.S. History and Economics and one semester in Government. However, one-third of the 24 respondents to this question said they were concerned about complaints from parents, and five teachers said they had reservations that students would discuss the election respectfully. Five teachers said they were unsure how to address the subject.\u003c/li>\n\u003cli>Teachers were evenly split on how much time to spend on the election, with 39% of 49 respondents spending more than one week on it and 39% spending between two days and a week. Several said they spread discussion of the election out over time, based on topics in the courses they were teaching, and another teacher said five to 10 minutes per day.\u003c/li>\n\u003cli>Most of the respondents were high school teachers who teach multiple subjects; 43% introduced the election in a 12th grade Government course, while 42% taught it in 11th grade American History; 27% taught it in 9th grade Ethnic Studies and 25% introduced it in 10th grade World History. A quarter of respondents were middle school social studies teachers. Individual teachers taught it in AP Psychology, ninth grade Geography, and an English course in persuasive essays.\u003c/li>\n\u003c/ul>\n\u003c/div>\n\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In the months preceding this week’s election, some California history and social studies teachers have proceeded cautiously in covering the presidential campaign, while others have embraced the opportunity confidently and comprehensively. But most included instruction about the presidential election in their courses, according to responses to an EdSource survey of California history and social science teachers.\u003c/p>\n\u003cp>Their responses underscore that most teachers understood the potential pitfalls of teaching politics in polarized times, compounded by a contagion of misinformation on social media. \u003ca class=\"external\" href=\"https://edsource.org/wp-content/uploads/2024/11/EdSource-Election-Survey-October-2024.pdf\" target=\"_blank\" rel=\"noopener\" data-type=\"link\" data-id=\"https://edsource.org/wp-content/uploads/2024/11/EdSource-Election-Survey-October-2024.pdf\">(Go here to read the questionnaire.)\u003c/a>\u003c/p>\n\u003cp>“A lot of kids are turned off about government and politics. We in the classroom are giving them a sense of access and empowerment,” said Rachel Reinhard, who teaches 12th grade U.S. History and Government at Oakland High School. “We’re showing that elections are ways that individuals can exert power on the system and make sense of an incredibly fast-paced and changing world.”\u003c/p>\n\u003cp>Yet some teachers have struggled to explain how Republican Donald Trump’s rhetoric, threats of retribution, and vows to expel undocumented immigrants have added anxiety to an unprecedentedly tense and divisive election.\u003c/p>\n\u003cp>“The dilemma for any responsible teacher right now is to explain the stakes while being nonpartisan,” said Mike Fishback, who teaches seventh- and eighth-grade social studies at Almaden Country Day School, a private school in San Jose.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca class=\"external\" href=\"https://www.ccss.org/\" target=\"_blank\" rel=\"noopener\">The California Council for the Social Studies\u003c/a> agreed to send EdSource’s survey to its 2,000-member email list, which includes more than 500 active members, most of them teachers. Of those, 64 teachers — about 1 in 8 member teachers — returned the survey by the Oct. 16 deadline. EdSource did not require teachers to submit their names or their schools, although 16 teachers did identify themselves, and many said they were willing to be contacted for an EdSource article.\u003c/p>\n\u003cp>Among the top-line results of the survey:\u003c/p>\n\u003cul class=\"wp-block-list\">\n\u003cli>More than three-quarters of teachers who answered the survey said they are teaching about the election and the presidential campaign, and most of those who aren’t said it was their choice, not a district mandate.\u003c/li>\n\u003cli>Asked if they planned to discuss the Jan. 6, 2021, assault on the Capitol, 37% said no, 29% said yes, and 34% said maybe.\u003c/li>\n\u003cli>Asked if they planned to discuss potential election interference, 39% said no, 23% said yes, and 38% said maybe.\u003c/li>\n\u003cli>Asked to express their level of concern about student incivility in dealing with the election, 44% said they were slightly or not at all concerned; 23% said they were somewhat concerned; and 15% said they were moderately, very or greatly concerned. An additional 19% said they were neutral on the issue.\u003c/li>\n\u003c/ul>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://datawrapper.dwcdn.net/5pDLx/1/\" width=\"1000\" height=\"350\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://datawrapper.dwcdn.net/2bhJN/2/\" width=\"1000\" height=\"500\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003ch2>Inoculating for incivility\u003c/h2>\n\u003cp>Creating a classroom culture of respect is critical to promoting openness and avoiding disrespect amid disagreements, Barrett Vitol, a U.S. History and Government teacher at Aptos High in Pajaro Valley Unified, told EdSource. He characterized the district as politically and economically diverse with “extreme wealth and hard poverty,” where some students in farmworker families “are genuinely worried” about the outcome of the election.\u003c/p>\n\u003cp>“When we come together in August, we spend a lot of time helping to build community,” said Vitol, who said he shares with students his own experience as a volunteer for the 2000 Democratic presidential campaign for then Vice President Al Gore.\u003c/p>\n\u003cp>“You have to role model someone who will be politically active without disrespecting other people,” he said, adding that he also relies on humor to defuse tensions.\u003c/p>\n\u003cp>Bob Kelly, a U.S. History and Government teacher at the 500-student Minarets High and Charter High School in Chawanakee Unified, also set class norms early in the year, with a “social compact that holds the students accountable to being respectful to each other,” he said. The rural school district abuts Yosemite National Park.\u003c/p>\n\u003cp>Bruce Aster, who teaches U.S. Government at Carlsbad High School, said that his goal “is to teach civil discourse from day one.” He tells his students, ‘If you demonize your opponent, you will not get their ears.’ That’s a big theme in all my classes.”\u003c/p>\n\u003cp>Many of the teachers cited guides and resources they drew on to promote civil dialogue, bridge differences of opinion and lay out frameworks for discussions. Popular sources include\u003ca class=\"external\" href=\"https://braverangels.org/\" target=\"_blank\" rel=\"noopener\"> Braver Angels\u003c/a>, a volunteer-led national nonprofit, and Boston-based \u003ca class=\"external\" href=\"https://www.facinghistory.org/\" target=\"_blank\" rel=\"noopener\">Facing History and Ourselves\u003c/a>, which offers lessons, explainers and activities on teaching the election.\u003c/p>\n\u003cp>While sources of misinformation have proliferated on the internet, so have tools to expose them. Teachers pointed to sites like\u003ca class=\"external\" href=\"https://adfontesmedia.com/\" target=\"_blank\" rel=\"noopener\"> adfontesmedia.com\u003c/a>,\u003ca class=\"external\" href=\"https://www.allsides.com/about\" target=\"_blank\" rel=\"noopener\"> AllSides.com\u003c/a> and\u003ca class=\"external\" href=\"https://mediabiasfactcheck.com/\" target=\"_blank\" rel=\"noopener\"> mediafactcheck.com\u003c/a> that analyze news sources’ reliability and point to alternative sources with different political perspectives.\u003c/p>\n\u003cp>Reinhard refers to encouraging students to seek trustworthy and accurate news sources as building a “muscle memory.”\u003c/p>\n\u003cp>“I am hoping they would create a habit to counter what they are seeing on social media,” said Reinhard, who is in her second year teaching high school in Oakland after serving as director of the UC Berkeley History-Social Science Project; it supports K-12 teachers in planning for history instruction.\u003c/p>\n\u003cfigure id=\"attachment_12012395\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/Oakland-High-School-scaled-1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12012395\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/Oakland-High-School-scaled-1.jpg\" alt=\"A white woman wearing glasses and a navy blue shirt leans over teenage girls looking at a book.\" width=\"2560\" height=\"1561\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/Oakland-High-School-scaled-1.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/Oakland-High-School-scaled-1-800x488.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/Oakland-High-School-scaled-1-1020x622.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/Oakland-High-School-scaled-1-160x98.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/Oakland-High-School-scaled-1-1536x937.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/Oakland-High-School-scaled-1-2048x1249.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/Oakland-High-School-scaled-1-1920x1171.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Oakland High teacher Rachel Reinhard interacts with students during a U.S. Government class last week. \u003ccite>(Andrew Reed / EdSource)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Karen Clark Yamamoto, who chairs the history department at Western High in the Anaheim Union High School District, said students found the revelations of bias in their favorite sites enlightening. “They realized, ‘I don’t know as much as I thought I did,’” she said. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>To help students clarify their own political views, several teachers had students take the\u003ca class=\"external\" href=\"https://www.pewresearch.org/politics/quiz/political-typology/?gad_source=1&gclid=CjwKCAjw-JG5BhBZEiwAt7JR67sJVk_oKJyHx_hO26tGTmCNHjZ8DRY8J9FYXI4rbMIif8adXmTVzxoCJNgQAvD_BwE\" target=\"_blank\" rel=\"noopener\"> Pew Media Typology Quiz\u003c/a>, whose questions reveal whether students have conservative or liberal philosophies.\u003c/p>\n\u003ch2>Classroom priorities and strategies\u003c/h2>\n\u003cp>The EdSource questionnaire asked teachers to describe the focus of their instruction and their plans for covering the election. The consensus was that a teacher should give students the tools to make informed choices about candidates and ballot issues.\u003c/p>\n\u003cp>James Yates, a teacher at Stellar Charter School in Redding, wrote, “I will teach my students how to investigate each candidate. I want them to look past the rumors and prejudice to see who will really help our country thrive.”\u003c/p>\n\u003cp>Kelly wrote, “We focus on helping the students make sense of the offices, candidates and propositions by understanding which issues matter to them the most.”\u003c/p>\n\u003cp>“Essentially, we focus on students informing themselves and using their own ideology to decide what is best,” said Jon Resendez, a U.S. Government and Economics teacher at Portola High in Irvine Unified. He has found that students, unlike some of their parents, are open when forming their political beliefs.\u003c/p>\n\u003cp>“It’s normal for teenagers to be more flexible than adults in their perspective as they learn more,” he said. “They adjust their voting behavior.”\u003c/p>\n\u003ch2>Little outside criticism\u003c/h2>\n\u003cp>Slightly more than a third of teachers responded to the question about whether they had experienced any criticism from teaching about the presidential election. The majority — 16 of 23 — said they had not, but five reported being criticized by parents, three by students and two by administrators or other colleagues.\u003c/p>\n\u003cp>All eight teachers EdSource spoke with said they were unconcerned about parental pressure or criticism.\u003c/p>\n\u003cp>“No parents are reaching out to express concern,” said Resendez. “Parents assume we will tackle issues head-on.”\u003c/p>\n\u003cp>Kelly, of Chawanakee Unified, uses his students’ work to inform parents about the elections. His students created election guides that they shared at the school’s back-to-school showcase in late October. It included separate objective profiles of Democrat Kamala Harris and Trump, drafted by students chosen because they didn’t support the candidates, Kelly said, along with summaries of local candidates and statewide ballot propositions.\u003c/p>\n\u003cp>At his back-to-school night, Fishback, of the Almaden County Day School in San Jose, encourages parents of his middle school students to discuss election issues and candidates with them.\u003c/p>\n\u003cp>He said that he tells them, “’I need you. If you have not passed along your political values, now is the time to do it. I want them to come to class knowing what families believe and why. My job is to help the students encounter and engage with different perspectives on a variety of contentious issues.’ ”\u003c/p>\n\u003ch2>What the teachers taught and how\u003c/h2>\n\u003cp>The survey asked teachers to check off a list of topics for presenting the presidential election and to add to it. Of 48 teachers who responded to the question, 37 said they reviewed candidates’ positions on key issues and 35 discussed the Electoral College; 28 asked students to explain issues that are important to them and 23 included fact-checking candidates’ claims and statements. Fifteen said they discussed claims that there would be widespread voter fraud.\u003c/p>\n\u003cp>One teacher included discussing gerrymandering, and another said classes would focus on differences among political parties but not the candidates themselves.\u003c/p>\n\u003cp>The teachers reported that they approached the topics with different strategies. Some had students participate in the traditional statewide mock election organized by the California Secretary of State or held their own elections. Some teachers held candidates’ debates, while others intentionally did not, focusing instead on objective analyses of candidates’ positions and the accuracy of media coverage.\u003c/p>\n\u003cp>“I’m not interested in debates,” said Reinhard of Oakland High. “Debates often create false parity. I’m not interested in having students try to win a debate around some information I find problematic.”\u003c/p>\n\u003cp>Yamamoto asks her students in Anaheim to pick five issues they care about and investigate the positions of the parties and the candidates’ websites to determine which party more closely aligns with their views. Inflation, health care and reproductive rights were among the issues. They did the same process with the 10 state initiatives on the ballot.\u003c/p>\n\u003cp>Barrett organized a model Congress for his students at Aptos High. Students wrote their own bills and had to persuade committee chairs and each legislative house to pass them. “Extreme” bills on immigration didn’t make the cut; those that did pass include creating affordable health care, limiting homework, requiring those over 70 to take an extra diving test, taxing billionaires, and granting immigrants who pay taxes for five years a path to citizenship, he said.\u003c/p>\n\u003cp>Some students become deeply invested in their bills, but usually they can control themselves, Barrett said.\u003c/p>\n\u003cp>Aster, of Carlsbad, and Kelly, of Chawanakee Unified, continued what they have done for years: bringing in outside speakers to represent parties and candidates for a debate run by students. “We seek regular folks, not politicians,” said Aster. “It’s always civil, and students see that you can be gracious while speaking strongly.”\u003c/p>\n\u003cp>Several teachers said they didn’t avoid controversy, including looking at the rhetoric of the campaign: Trump’s racist language and post-election authoritarian threats and Democrats’ calling him a “fascist” and a “clown.” But students looked at the furor through an analytical lens to keep discussions “from going off the rails,” said Fishback. He asked his students, How would you characterize Trump, and what has been the impact of his language on the campaign?\u003c/p>\n\u003cp>Most teachers emphasized they kept their own presidential preferences to themselves. “I work hard to be objective; I want it to be a mystery as to my views, though I don’t want them to think I don’t care,” said Aster. Kelly said he would tell students after the election whom he voted for if they asked.\u003c/p>\n\u003cp>“As much I like to lean into politics, the line I don’t cross is siding with one candidate over another,” said Fishback.\u003c/p>\n\u003ch2>Seeing themselves as voters\u003c/h2>\n\u003cp>Aster has been teaching high school for more than three decades.\u003c/p>\n\u003cp>“I see part of my job is to be a cheerleader for the American system and to have them look forward to participating in it,” Aster said. “I don’t want them to come away thinking the system is rigged.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Last spring, when it appeared likely to be Trump vs. Joe Biden, students in Reinhard’s Government class at Oakland High had no interest in the election. “They were deadened by it,” she said. The nomination of Harris, the hometown candidate and a younger woman of color, however, at least sparked interest, she said.\u003c/p>\n\u003cdiv id=\"block-block_3a9750b17c8b42182e2da4169cf80342\" class=\"block-going-deeper alignfull\">\n\u003cdiv class=\"acf-innerblocks-container\">\n\u003ch2>More findings in the EdSource questionnaire\u003c/h2>\n\u003cul class=\"wp-block-list\">\n\u003cli>The teachers were from all regions of the state, with 27% from Southern California, 17% from the Central Valley and Central Coast and 17% from the San Francisco Bay Areas, 14% from the Sacramento area, 10% from Northern California, 9% from the San Diego area and 3% from the Inland Empire of San Bernardino and Riverside counties.\u003c/li>\n\u003cli>Of the teachers who said they aren’t teaching about the presidential election, only three – two who teach in a largely Democratic district and one from a largely Republican district – said it was their school’s and/or district’s policy not to discuss the subject. Another teacher is discussing the election but not the candidates.\u003c/li>\n\u003cli>Offered multiple choices to explain their reasons for not teaching the election to their students, the majority said there is too much other course material to get through, especially AP courses in U.S. History and Economics and one semester in Government. However, one-third of the 24 respondents to this question said they were concerned about complaints from parents, and five teachers said they had reservations that students would discuss the election respectfully. Five teachers said they were unsure how to address the subject.\u003c/li>\n\u003cli>Teachers were evenly split on how much time to spend on the election, with 39% of 49 respondents spending more than one week on it and 39% spending between two days and a week. Several said they spread discussion of the election out over time, based on topics in the courses they were teaching, and another teacher said five to 10 minutes per day.\u003c/li>\n\u003cli>Most of the respondents were high school teachers who teach multiple subjects; 43% introduced the election in a 12th grade Government course, while 42% taught it in 11th grade American History; 27% taught it in 9th grade Ethnic Studies and 25% introduced it in 10th grade World History. A quarter of respondents were middle school social studies teachers. Individual teachers taught it in AP Psychology, ninth grade Geography, and an English course in persuasive essays.\u003c/li>\n\u003c/ul>\n\u003c/div>\n\u003c/div>\n\n\u003c/div>\u003c/p>",
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"title": "How to Help Kids and Teens Use the Internet Safely",
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"headTitle": "How to Help Kids and Teens Use the Internet Safely | KQED",
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"content": "\u003cp>Not all screen time is created equal, and how kids spend it, whether creatively or passively, can \u003ca class=\"external\" href=\"https://www.commonsensemedia.org/articles/are-some-types-of-screen-time-better-than-others\" target=\"_blank\" rel=\"noopener\">make\u003c/a> all the difference.\u003c/p>\n\u003cp>For instance, young children who watch a “Bluey” episode or play a memory game with their parents can build new \u003ca class=\"external\" href=\"http://onlinelibrary.wiley.com/doi/10.1002/icd.1961/full\" target=\"_blank\" rel=\"noopener\">cognitive\u003c/a> and \u003ca class=\"external\" href=\"https://www.ncbi.nlm.nih.gov/pubmed/14561562\" target=\"_blank\" rel=\"noopener\">social-emotional\u003c/a> skills early in their development. Also, teenagers can and have used their online \u003ca class=\"external\" href=\"https://pubmed.ncbi.nlm.nih.gov/25226790/\" target=\"_blank\" rel=\"noopener\">networks\u003c/a> to engage with social media-based mental health \u003ca class=\"external\" href=\"https://pubmed.ncbi.nlm.nih.gov/24594922/\" target=\"_blank\" rel=\"noopener\">resources\u003c/a> before they feel confident enough to reach out to a counselor or therapist.\u003c/p>\n\u003cp>But as children and adolescents have become increasingly isolated from their \u003ca class=\"external\" href=\"https://bmcpublichealth.biomedcentral.com/articles/10.1186/s12889-022-14364-6\" target=\"_blank\" rel=\"noopener\">support\u003c/a> systems at home and at school — \u003ca class=\"external\" href=\"https://pmc.ncbi.nlm.nih.gov/articles/PMC9276852/#:~:text=Adolescents%20rely%20on%20peer%20and,reduced%20during%20this%20time%20of\" target=\"_blank\" rel=\"noopener\">exacerbated\u003c/a> during the COVID-19 pandemic — they have become \u003ca class=\"external\" href=\"https://pubmed.ncbi.nlm.nih.gov/35742641/\" target=\"_blank\" rel=\"noopener\">more vulnerable\u003c/a> to threats such as cyberbullying and predatory behavior online. Kids’ first line of defense, ultimately, is an adult who has earned their trust and is able to \u003ca class=\"external\" href=\"https://pmc.ncbi.nlm.nih.gov/articles/PMC9361954/#:~:text=Effective%20parental%20digital%20mediation%20has,et%20al.%2C%202020).\" target=\"_blank\" rel=\"noopener\">guide them\u003c/a> when necessary.\u003c/p>\n\u003cp>According to the \u003ca class=\"external\" href=\"https://nces.ed.gov/programs/crime/surveys.asp\" target=\"_blank\" rel=\"noopener\">National Crime Victimization Survey\u003c/a>, in 2022, 21.6% of students who were bullied said the bullying had happened online, a nearly 6 percentage-point jump from those reporting being bullied online in 2019. A 2021 \u003ca class=\"external\" href=\"http://archive.ncpc.org/resources/files/pdf/bullying/cyberbullying.pdf\" target=\"_blank\" rel=\"noopener\">survey\u003c/a> by the National Crime Prevention Council found that only about a third of victims blocked their bully online, and only about a tenth told their parents about the incident.\u003c/p>\n\u003cp>New risks like AI-generated imagery and \u003ca class=\"external\" href=\"https://www.cnbc.com/2024/02/01/fbi-financial-sextortion-of-kids-is-escalating-what-parents-can-do.html\" target=\"_blank\" rel=\"noopener\">financial sexual extortion\u003c/a> also contribute to the 87% increase in online child sexual abuse reports since 2019, according to the National Center for Missing and Exploited Children. As young children \u003ca class=\"external\" href=\"https://www.pewresearch.org/internet/2020/07/28/childrens-engagement-with-digital-devices-screen-time/#:~:text=Among%20the%2060%25%20of%20parents,between%20ages%203%20and%204.\" target=\"_blank\" rel=\"noopener\">get online\u003c/a> at earlier ages, preteens \u003ca class=\"external\" href=\"https://health.choc.org/the-effects-of-screen-time-on-children-the-latest-research-parents-should-know/#:~:text=Preteens%20(children%20aged%208%20to,19%20pandemic%20started%20to%20spread.\" target=\"_blank\" rel=\"noopener\">spend\u003c/a> over half of their waking days on screens, and social media algorithms \u003ca class=\"external\" href=\"https://counterhate.com/wp-content/uploads/2022/12/CCDH-Deadly-by-Design_120922.pdf\" target=\"_blank\" rel=\"noopener\">push\u003c/a> harmful, addictive content to teen users, the threat of a dangerous interaction is often one unsolicited or derogatory message away.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Lawmakers and school administrators across the country are tackling online safety and well-being with policies such as banning \u003ca href=\"https://edsource.org/2024/california-passes-bill-to-limit-student-cell-phone-use-on-k-12-campuses/718314\">cellphones\u003c/a> in schools and \u003ca class=\"external\" href=\"https://www.nbcnews.com/tech/social-media/new-york-passes-legislation-ban-addictive-social-media-algorithms-kids-rcna155470\" target=\"_blank\" rel=\"noopener\">restricting\u003c/a> addictive algorithms on children and teenagers’ social media feeds. For Fareedah Shaheed, a children’s online safety expert, prevention and intervention start with the adults — parents, teachers and school counselors — interacting with kids on a daily basis.\u003c/p>\n\u003cp>“I see the real change in those interpersonal relationships between (educators) and parents, people exchanging information they can use to start talking to (each other),” Shaheed told school administrators, counselors, teachers and advocates at a student wellness \u003ca class=\"external\" href=\"https://www.wellnesstogether.org/conference\" target=\"_blank\" rel=\"noopener\">conference\u003c/a>. “I believe the biggest impact is on the ground.”\u003c/p>\n\u003cp>EdSource interviewed Shaheed about her experiences and how adults can help keep young people safe online. Her remarks have been edited for length and clarity.\u003c/p>\n\u003cp>\u003cstrong>What can students learn about online safety from your early internet experiences?\u003c/strong>\u003c/p>\n\u003cp>When I was 13, I got my first smartphone. I started playing mobile games and talking to strangers online. I had a near miss with an online predator. I was (planning on) meeting someone at 16 when he was 40 years old. I was a very private teenager, and I kept my online life secret. So the only reason why I told my mom, ‘Hey, I’m just going to meet this guy that I met at an online game in the park,’ was because I was her only child, and I felt like it was the mature thing to tell her where I was going. But I wasn’t asking her for permission because she would’ve said no.\u003c/p>\n\u003cp>She knew that this was really serious if I was telling her this, because she knew I was a very private person. But she didn’t ask to look into my phone. And instead of her taking away my phone, getting upset with me, she just wanted to know, ‘Who’s this person? What’s his name? Why did you connect? Why do you like him? Why do you want to meet?’ And that changed my entire life because she came to me as an experienced friend, and I decided I did not want to go. That conversation saved me. From those experiences being groomed online and talking to strangers as a kid, I went into cybersecurity and threat intelligence, and I started doing workshops with organizations to raise awareness and then create some actionable impact on internet safety for kids.\u003c/p>\n\u003cp>\u003cstrong>What concerns about online safety do you hear from parents, educators and school counselors?\u003c/strong>\u003c/p>\n\u003cp>I hear a lot of stories about cyberbullying, kids talking to strangers online, being addicted to social media and making comparisons (online.) The hardest stories to hear are when parents lose their children. They lose their child through suicide, or they lose their child’s (trust) to someone targeting them. I heard from one parent that her son, who was groomed as a (child), was now grooming another child. The mental turmoil that she went through as a parent completely took her out. She came back from that and told me her son is in therapy now (unpacking) his own history of abuse. She’s looking back at her life and retracing her steps as a parent, thinking, “What the hell did I do wrong?”\u003c/p>\n\u003cp>I advise parents to prioritize safe spaces, accountability, fun and empathy to protect kids online. We also have discussions over time about mental health resources and helping kids create a community around a shared problem, such as an after-school program for kids experiencing bullying. Many school counselors can also have a closer relationship with the student only because there is that degree of separation of “You’re not my parent, and you’re not trying to control my life.” In certain circumstances, counselors have an easier time becoming the experienced friend role.\u003c/p>\n\u003cp>\u003cstrong>How have these threats, such as cyberbullying, grooming and sextortion, changed since you first used the internet?\u003c/strong>\u003c/p>\n\u003cp>We would always tell kids, “Don’t share pictures of yourself with other people, especially strangers,” right? Now you have AI (artificial intelligence). We’re at a point where it doesn’t matter if you don’t share (photos), someone can create something that looks real. I didn’t grow up with that. That’s a whole different ballgame. So I believe we have to act like everyone has been in this situation — anyone can experience extortion — and have mental health (resources) for those who are experiencing or experience this at some point. [aside postID=\"news_12005967,mindshift_62233,news_12005803\" label=\"Related Stories\"]\u003c/p>\n\u003cp>\u003cstrong>New developments like AI can often feel inaccessible to parents and educators. How can adults protect kids if they don’t entirely understand the threat in the first place?\u003c/strong>\u003c/p>\n\u003cp>You don’t have to know more than your kids to protect them. You don’t have to be tech-savvy to protect them. You don’t have to know all the new slang to protect your kids because what predators want are parents staying in the darkness. When you’re thinking about sextortion, AI, cyberbullying, predatory behavior, inappropriate content, screen time, all of these things rely on one domino effect. If you research the predatory handbook for targeting kids on Roblox or Minecraft, they’re not saying, “We want parents who don’t understand technology or the newest thing.” They’re saying, “We want parents \u003ca class=\"external\" href=\"https://www.beaubidenfoundation.org/onlinepredatorsblog1/#:~:text=How%20it%20starts:,be%20able%20to%20purchase%20themselves.\" target=\"_blank\" rel=\"noopener\" data-type=\"link\" data-id=\"https://www.beaubidenfoundation.org/onlinepredatorsblog1/#:~:text=How%20it%20starts:,be%20able%20to%20purchase%20themselves.\">who don’t know\u003c/a> what their kids are going through emotionally.” They want parents who themselves struggle with mental illness, lack support or resources and feel isolated. That’s why the resources that will help protect kids are also support for parents — financial, self-care, mental health. That’s what matters more than parents knowing the latest thing.\u003c/p>\n\u003cp>\u003cstrong>Can school cellphone bans help protect kids online?\u003c/strong>\u003c/p>\n\u003cp>I believe there’s a better way to do it. Schools are trying to introduce something new to solve a huge problem, and I do believe that it’s necessary, but I don’t believe “ban” is the best term. I think “policy” is the best term. I believe schools have to have the students be part of the decision; otherwise, it’s going to create a lot of friction. If the students are part of the decision, you understand how students are using the cellphone and how they can use it in a way that’s according to the policy and what’s best for them.\u003c/p>\n\u003cp>\u003cstrong>Many students don’t \u003c/strong>\u003ca class=\"external\" href=\"https://www.k12dive.com/news/survey-third-of-students-reluctant-to-seek-help-for-mental-health-issues/624200/\" target=\"_blank\" rel=\"noopener\">\u003cstrong>approach\u003c/strong>\u003c/a>\u003cstrong> school counselors about their online problems, and many might not recognize that online interaction could be unsafe or outside the norm. In that case, how can schools better identify the issue and intervene?\u003c/strong>\u003c/p>\n\u003cp>Schools can help by giving them the tools to solve a problem that they don’t see because the adults are not in control of what happens. Counselors can provide educational programs about mental health resources, talking through online scenarios and explaining the tools (students) can use to deal with a situation so that they can, one, identify it for themselves and then, two, know how to \u003ca class=\"external\" href=\"https://childmind.org/article/can-help-kids-self-regulation/\" target=\"_blank\" rel=\"noopener\">self-regulate\u003c/a>. They can slowly work themselves out of the situation, whether it’s removing themselves from the relationship, blocking somebody, reporting somebody — no one has to know. Sometimes, you can remove yourself from a situation and not have to talk to somebody about it. There should be resources for them when they need to talk about it and provide that support, but it’s also about making it normal to have those conversations in school, letting them hear different stories from other people, teaching them red flags, and how to identify their own discomfort.\u003c/p>\n\u003cp>\u003cstrong>Can online threats present differently, especially for students in marginalized communities? \u003c/strong>\u003c/p>\n\u003cp>[A 2022 \u003ca class=\"external\" href=\"https://www.pewresearch.org/internet/2022/12/15/teens-and-cyberbullying-2022/\" target=\"_blank\" rel=\"noopener\">survey\u003c/a> found that Black teens are about twice as likely as Hispanic or white teenagers to say they were targeted online for their race. Teenagers who identify as part of the LGBTQ community also \u003ca class=\"external\" href=\"https://www.sciencedirect.com/science/article/abs/pii/B9780128174999000156\" target=\"_blank\" rel=\"noopener\">face\u003c/a> more harassment online related to their identities, including hateful language or sexual victimization, and have been found to be \u003ca class=\"external\" href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7163911/\" target=\"_blank\" rel=\"noopener\">more susceptible\u003c/a> to cyberbullying.]\u003c/p>\n\u003cp>Whether it was being a Black gamer girl online or posting on social media as a Black girl, I spent my entire childhood being bullied for being Black and for being the only Black girl in classes a lot of the time. It’s harder for kids from these backgrounds to have the tools and support systems to deal with the (bullying). So if there are other minority or underrepresented communities, they can also have that community at school. I’ve seen schools that have groups like Black Gamer Girl clubs — these five students that meet every Thursday after school, for example — that are really helpful for their mental health and for them to feel safe online. Schools can also have classes that serve them, in particular by giving them tools to deal with bullying, having conversations about what they see online if they’re creating content, how they make sense of someone saying something horrible about them, and then how to walk through that and emotionally regulate.\u003c/p>\n\u003cp>\u003cstrong>Teenagers also seek emotional support and information about their identities online\u003c/strong>. \u003cstrong>How can they identify the line between dangerous interactions and ones that might feel new and uncertain — and a little uncomfortable for parents — but might also help them feel more secure in themselves?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>[\u003c/strong>For example, transgender and queer students often find acceptance in online communities \u003ca class=\"external\" href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9536523/\" target=\"_blank\" rel=\"noopener\">known \u003c/a>to reduce reports of depression and suicidal thoughts in LGBTQ youth. During the COVID-19 pandemic, many \u003ca class=\"external\" href=\"https://www.sciencedirect.com/science/article/pii/S1054139X20303116\" target=\"_blank\" rel=\"noopener\">reported\u003c/a> being stuck at home with unsupportive parents, flocking to online communities for acceptance\u003cstrong>.] \u003c/strong>\u003c/p>\n\u003cp>It’s so much better for your child to be involved in communities that you may be uncomfortable with when you’re there to support them, even in your discomfort, than for your child to go behind your back and not tell you and get a burner phone. Most of the time, the community that your child is connecting with online is going to be OK, so long as they have your support and someone to talk to. It becomes dangerous when the parent or caretaker can’t be involved because the child thinks that they can’t share their experiences.\u003c/p>\n\u003cp>I loved anime. I loved cosplaying. I loved gaming. And the online world has a lot of communities that understand you, you feel safe, and that you’re in a non-judgmental space. But then, when you go to school or are with your parents or friends who are outside that space, they might make you feel like you’re different or too much or too little or weird. The reason why I started talking to strangers wasn’t because I love talking to strangers but because I didn’t feel accepted elsewhere. If you’re a teenager and you’re worried about your best friend speaking with older strangers online, for example, the best thing you can do is stay in their life in whatever capacity is safe for you. When something happens, you can be there for them in whatever capacity you have and help them out of that situation.\u003c/p>\n\u003cp>\u003cstrong>What advice do you have for educators and parents trying to introduce young children to the online world in a positive way?\u003c/strong>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>When children are younger than 7 or 8, it’s all about play and their association with you and play, being there with them in the environment, eye contact and engaging with them. Sensical, from \u003ca class=\"external\" href=\"https://www.sensical.tv/\" target=\"_blank\" rel=\"noopener\">Common Sense,\u003c/a> is a great organization that has screen time suggestions based on age that are fun and joyful. As children get older, (parents and educators) can start introducing more teaching concepts. For some digital literacy resources and activities, you have \u003ca class=\"external\" href=\"https://sos.fbi.gov/en/\" target=\"_blank\" rel=\"noopener\">FBI Safe Online Surfing\u003c/a>, \u003ca class=\"external\" href=\"https://beinternetawesome.withgoogle.com/en_us\" target=\"_blank\" rel=\"noopener\">Google’s Be Internet Awesome\u003c/a> and \u003ca class=\"external\" href=\"https://www.netsmartzkids.org/\" target=\"_blank\" rel=\"noopener\">Net Smartz Kids\u003c/a>. Fun is one of the most underrated ways to protect kids online and help them with screen time, too. It doesn’t matter if the online activity is the greatest activity in the world, if a teacher is stressed out, in what way can you find fun in the activity? For early educators like preschool teachers and kindergarten teachers, anytime I do a workshop with a school, I ask, “What do you need? What are you seeing? What is your capacity? What is the kids’ capacity? What are their ages, their background?” Then, we create something customized for them. But (educators) shouldn’t shy away from technology.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Not all screen time is created equal, and how kids spend it, whether creatively or passively, can \u003ca class=\"external\" href=\"https://www.commonsensemedia.org/articles/are-some-types-of-screen-time-better-than-others\" target=\"_blank\" rel=\"noopener\">make\u003c/a> all the difference.\u003c/p>\n\u003cp>For instance, young children who watch a “Bluey” episode or play a memory game with their parents can build new \u003ca class=\"external\" href=\"http://onlinelibrary.wiley.com/doi/10.1002/icd.1961/full\" target=\"_blank\" rel=\"noopener\">cognitive\u003c/a> and \u003ca class=\"external\" href=\"https://www.ncbi.nlm.nih.gov/pubmed/14561562\" target=\"_blank\" rel=\"noopener\">social-emotional\u003c/a> skills early in their development. Also, teenagers can and have used their online \u003ca class=\"external\" href=\"https://pubmed.ncbi.nlm.nih.gov/25226790/\" target=\"_blank\" rel=\"noopener\">networks\u003c/a> to engage with social media-based mental health \u003ca class=\"external\" href=\"https://pubmed.ncbi.nlm.nih.gov/24594922/\" target=\"_blank\" rel=\"noopener\">resources\u003c/a> before they feel confident enough to reach out to a counselor or therapist.\u003c/p>\n\u003cp>But as children and adolescents have become increasingly isolated from their \u003ca class=\"external\" href=\"https://bmcpublichealth.biomedcentral.com/articles/10.1186/s12889-022-14364-6\" target=\"_blank\" rel=\"noopener\">support\u003c/a> systems at home and at school — \u003ca class=\"external\" href=\"https://pmc.ncbi.nlm.nih.gov/articles/PMC9276852/#:~:text=Adolescents%20rely%20on%20peer%20and,reduced%20during%20this%20time%20of\" target=\"_blank\" rel=\"noopener\">exacerbated\u003c/a> during the COVID-19 pandemic — they have become \u003ca class=\"external\" href=\"https://pubmed.ncbi.nlm.nih.gov/35742641/\" target=\"_blank\" rel=\"noopener\">more vulnerable\u003c/a> to threats such as cyberbullying and predatory behavior online. Kids’ first line of defense, ultimately, is an adult who has earned their trust and is able to \u003ca class=\"external\" href=\"https://pmc.ncbi.nlm.nih.gov/articles/PMC9361954/#:~:text=Effective%20parental%20digital%20mediation%20has,et%20al.%2C%202020).\" target=\"_blank\" rel=\"noopener\">guide them\u003c/a> when necessary.\u003c/p>\n\u003cp>According to the \u003ca class=\"external\" href=\"https://nces.ed.gov/programs/crime/surveys.asp\" target=\"_blank\" rel=\"noopener\">National Crime Victimization Survey\u003c/a>, in 2022, 21.6% of students who were bullied said the bullying had happened online, a nearly 6 percentage-point jump from those reporting being bullied online in 2019. A 2021 \u003ca class=\"external\" href=\"http://archive.ncpc.org/resources/files/pdf/bullying/cyberbullying.pdf\" target=\"_blank\" rel=\"noopener\">survey\u003c/a> by the National Crime Prevention Council found that only about a third of victims blocked their bully online, and only about a tenth told their parents about the incident.\u003c/p>\n\u003cp>New risks like AI-generated imagery and \u003ca class=\"external\" href=\"https://www.cnbc.com/2024/02/01/fbi-financial-sextortion-of-kids-is-escalating-what-parents-can-do.html\" target=\"_blank\" rel=\"noopener\">financial sexual extortion\u003c/a> also contribute to the 87% increase in online child sexual abuse reports since 2019, according to the National Center for Missing and Exploited Children. As young children \u003ca class=\"external\" href=\"https://www.pewresearch.org/internet/2020/07/28/childrens-engagement-with-digital-devices-screen-time/#:~:text=Among%20the%2060%25%20of%20parents,between%20ages%203%20and%204.\" target=\"_blank\" rel=\"noopener\">get online\u003c/a> at earlier ages, preteens \u003ca class=\"external\" href=\"https://health.choc.org/the-effects-of-screen-time-on-children-the-latest-research-parents-should-know/#:~:text=Preteens%20(children%20aged%208%20to,19%20pandemic%20started%20to%20spread.\" target=\"_blank\" rel=\"noopener\">spend\u003c/a> over half of their waking days on screens, and social media algorithms \u003ca class=\"external\" href=\"https://counterhate.com/wp-content/uploads/2022/12/CCDH-Deadly-by-Design_120922.pdf\" target=\"_blank\" rel=\"noopener\">push\u003c/a> harmful, addictive content to teen users, the threat of a dangerous interaction is often one unsolicited or derogatory message away.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Lawmakers and school administrators across the country are tackling online safety and well-being with policies such as banning \u003ca href=\"https://edsource.org/2024/california-passes-bill-to-limit-student-cell-phone-use-on-k-12-campuses/718314\">cellphones\u003c/a> in schools and \u003ca class=\"external\" href=\"https://www.nbcnews.com/tech/social-media/new-york-passes-legislation-ban-addictive-social-media-algorithms-kids-rcna155470\" target=\"_blank\" rel=\"noopener\">restricting\u003c/a> addictive algorithms on children and teenagers’ social media feeds. For Fareedah Shaheed, a children’s online safety expert, prevention and intervention start with the adults — parents, teachers and school counselors — interacting with kids on a daily basis.\u003c/p>\n\u003cp>“I see the real change in those interpersonal relationships between (educators) and parents, people exchanging information they can use to start talking to (each other),” Shaheed told school administrators, counselors, teachers and advocates at a student wellness \u003ca class=\"external\" href=\"https://www.wellnesstogether.org/conference\" target=\"_blank\" rel=\"noopener\">conference\u003c/a>. “I believe the biggest impact is on the ground.”\u003c/p>\n\u003cp>EdSource interviewed Shaheed about her experiences and how adults can help keep young people safe online. Her remarks have been edited for length and clarity.\u003c/p>\n\u003cp>\u003cstrong>What can students learn about online safety from your early internet experiences?\u003c/strong>\u003c/p>\n\u003cp>When I was 13, I got my first smartphone. I started playing mobile games and talking to strangers online. I had a near miss with an online predator. I was (planning on) meeting someone at 16 when he was 40 years old. I was a very private teenager, and I kept my online life secret. So the only reason why I told my mom, ‘Hey, I’m just going to meet this guy that I met at an online game in the park,’ was because I was her only child, and I felt like it was the mature thing to tell her where I was going. But I wasn’t asking her for permission because she would’ve said no.\u003c/p>\n\u003cp>She knew that this was really serious if I was telling her this, because she knew I was a very private person. But she didn’t ask to look into my phone. And instead of her taking away my phone, getting upset with me, she just wanted to know, ‘Who’s this person? What’s his name? Why did you connect? Why do you like him? Why do you want to meet?’ And that changed my entire life because she came to me as an experienced friend, and I decided I did not want to go. That conversation saved me. From those experiences being groomed online and talking to strangers as a kid, I went into cybersecurity and threat intelligence, and I started doing workshops with organizations to raise awareness and then create some actionable impact on internet safety for kids.\u003c/p>\n\u003cp>\u003cstrong>What concerns about online safety do you hear from parents, educators and school counselors?\u003c/strong>\u003c/p>\n\u003cp>I hear a lot of stories about cyberbullying, kids talking to strangers online, being addicted to social media and making comparisons (online.) The hardest stories to hear are when parents lose their children. They lose their child through suicide, or they lose their child’s (trust) to someone targeting them. I heard from one parent that her son, who was groomed as a (child), was now grooming another child. The mental turmoil that she went through as a parent completely took her out. She came back from that and told me her son is in therapy now (unpacking) his own history of abuse. She’s looking back at her life and retracing her steps as a parent, thinking, “What the hell did I do wrong?”\u003c/p>\n\u003cp>I advise parents to prioritize safe spaces, accountability, fun and empathy to protect kids online. We also have discussions over time about mental health resources and helping kids create a community around a shared problem, such as an after-school program for kids experiencing bullying. Many school counselors can also have a closer relationship with the student only because there is that degree of separation of “You’re not my parent, and you’re not trying to control my life.” In certain circumstances, counselors have an easier time becoming the experienced friend role.\u003c/p>\n\u003cp>\u003cstrong>How have these threats, such as cyberbullying, grooming and sextortion, changed since you first used the internet?\u003c/strong>\u003c/p>\n\u003cp>We would always tell kids, “Don’t share pictures of yourself with other people, especially strangers,” right? Now you have AI (artificial intelligence). We’re at a point where it doesn’t matter if you don’t share (photos), someone can create something that looks real. I didn’t grow up with that. That’s a whole different ballgame. So I believe we have to act like everyone has been in this situation — anyone can experience extortion — and have mental health (resources) for those who are experiencing or experience this at some point. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>New developments like AI can often feel inaccessible to parents and educators. How can adults protect kids if they don’t entirely understand the threat in the first place?\u003c/strong>\u003c/p>\n\u003cp>You don’t have to know more than your kids to protect them. You don’t have to be tech-savvy to protect them. You don’t have to know all the new slang to protect your kids because what predators want are parents staying in the darkness. When you’re thinking about sextortion, AI, cyberbullying, predatory behavior, inappropriate content, screen time, all of these things rely on one domino effect. If you research the predatory handbook for targeting kids on Roblox or Minecraft, they’re not saying, “We want parents who don’t understand technology or the newest thing.” They’re saying, “We want parents \u003ca class=\"external\" href=\"https://www.beaubidenfoundation.org/onlinepredatorsblog1/#:~:text=How%20it%20starts:,be%20able%20to%20purchase%20themselves.\" target=\"_blank\" rel=\"noopener\" data-type=\"link\" data-id=\"https://www.beaubidenfoundation.org/onlinepredatorsblog1/#:~:text=How%20it%20starts:,be%20able%20to%20purchase%20themselves.\">who don’t know\u003c/a> what their kids are going through emotionally.” They want parents who themselves struggle with mental illness, lack support or resources and feel isolated. That’s why the resources that will help protect kids are also support for parents — financial, self-care, mental health. That’s what matters more than parents knowing the latest thing.\u003c/p>\n\u003cp>\u003cstrong>Can school cellphone bans help protect kids online?\u003c/strong>\u003c/p>\n\u003cp>I believe there’s a better way to do it. Schools are trying to introduce something new to solve a huge problem, and I do believe that it’s necessary, but I don’t believe “ban” is the best term. I think “policy” is the best term. I believe schools have to have the students be part of the decision; otherwise, it’s going to create a lot of friction. If the students are part of the decision, you understand how students are using the cellphone and how they can use it in a way that’s according to the policy and what’s best for them.\u003c/p>\n\u003cp>\u003cstrong>Many students don’t \u003c/strong>\u003ca class=\"external\" href=\"https://www.k12dive.com/news/survey-third-of-students-reluctant-to-seek-help-for-mental-health-issues/624200/\" target=\"_blank\" rel=\"noopener\">\u003cstrong>approach\u003c/strong>\u003c/a>\u003cstrong> school counselors about their online problems, and many might not recognize that online interaction could be unsafe or outside the norm. In that case, how can schools better identify the issue and intervene?\u003c/strong>\u003c/p>\n\u003cp>Schools can help by giving them the tools to solve a problem that they don’t see because the adults are not in control of what happens. Counselors can provide educational programs about mental health resources, talking through online scenarios and explaining the tools (students) can use to deal with a situation so that they can, one, identify it for themselves and then, two, know how to \u003ca class=\"external\" href=\"https://childmind.org/article/can-help-kids-self-regulation/\" target=\"_blank\" rel=\"noopener\">self-regulate\u003c/a>. They can slowly work themselves out of the situation, whether it’s removing themselves from the relationship, blocking somebody, reporting somebody — no one has to know. Sometimes, you can remove yourself from a situation and not have to talk to somebody about it. There should be resources for them when they need to talk about it and provide that support, but it’s also about making it normal to have those conversations in school, letting them hear different stories from other people, teaching them red flags, and how to identify their own discomfort.\u003c/p>\n\u003cp>\u003cstrong>Can online threats present differently, especially for students in marginalized communities? \u003c/strong>\u003c/p>\n\u003cp>[A 2022 \u003ca class=\"external\" href=\"https://www.pewresearch.org/internet/2022/12/15/teens-and-cyberbullying-2022/\" target=\"_blank\" rel=\"noopener\">survey\u003c/a> found that Black teens are about twice as likely as Hispanic or white teenagers to say they were targeted online for their race. Teenagers who identify as part of the LGBTQ community also \u003ca class=\"external\" href=\"https://www.sciencedirect.com/science/article/abs/pii/B9780128174999000156\" target=\"_blank\" rel=\"noopener\">face\u003c/a> more harassment online related to their identities, including hateful language or sexual victimization, and have been found to be \u003ca class=\"external\" href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7163911/\" target=\"_blank\" rel=\"noopener\">more susceptible\u003c/a> to cyberbullying.]\u003c/p>\n\u003cp>Whether it was being a Black gamer girl online or posting on social media as a Black girl, I spent my entire childhood being bullied for being Black and for being the only Black girl in classes a lot of the time. It’s harder for kids from these backgrounds to have the tools and support systems to deal with the (bullying). So if there are other minority or underrepresented communities, they can also have that community at school. I’ve seen schools that have groups like Black Gamer Girl clubs — these five students that meet every Thursday after school, for example — that are really helpful for their mental health and for them to feel safe online. Schools can also have classes that serve them, in particular by giving them tools to deal with bullying, having conversations about what they see online if they’re creating content, how they make sense of someone saying something horrible about them, and then how to walk through that and emotionally regulate.\u003c/p>\n\u003cp>\u003cstrong>Teenagers also seek emotional support and information about their identities online\u003c/strong>. \u003cstrong>How can they identify the line between dangerous interactions and ones that might feel new and uncertain — and a little uncomfortable for parents — but might also help them feel more secure in themselves?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>[\u003c/strong>For example, transgender and queer students often find acceptance in online communities \u003ca class=\"external\" href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9536523/\" target=\"_blank\" rel=\"noopener\">known \u003c/a>to reduce reports of depression and suicidal thoughts in LGBTQ youth. During the COVID-19 pandemic, many \u003ca class=\"external\" href=\"https://www.sciencedirect.com/science/article/pii/S1054139X20303116\" target=\"_blank\" rel=\"noopener\">reported\u003c/a> being stuck at home with unsupportive parents, flocking to online communities for acceptance\u003cstrong>.] \u003c/strong>\u003c/p>\n\u003cp>It’s so much better for your child to be involved in communities that you may be uncomfortable with when you’re there to support them, even in your discomfort, than for your child to go behind your back and not tell you and get a burner phone. Most of the time, the community that your child is connecting with online is going to be OK, so long as they have your support and someone to talk to. It becomes dangerous when the parent or caretaker can’t be involved because the child thinks that they can’t share their experiences.\u003c/p>\n\u003cp>I loved anime. I loved cosplaying. I loved gaming. And the online world has a lot of communities that understand you, you feel safe, and that you’re in a non-judgmental space. But then, when you go to school or are with your parents or friends who are outside that space, they might make you feel like you’re different or too much or too little or weird. The reason why I started talking to strangers wasn’t because I love talking to strangers but because I didn’t feel accepted elsewhere. If you’re a teenager and you’re worried about your best friend speaking with older strangers online, for example, the best thing you can do is stay in their life in whatever capacity is safe for you. When something happens, you can be there for them in whatever capacity you have and help them out of that situation.\u003c/p>\n\u003cp>\u003cstrong>What advice do you have for educators and parents trying to introduce young children to the online world in a positive way?\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>When children are younger than 7 or 8, it’s all about play and their association with you and play, being there with them in the environment, eye contact and engaging with them. Sensical, from \u003ca class=\"external\" href=\"https://www.sensical.tv/\" target=\"_blank\" rel=\"noopener\">Common Sense,\u003c/a> is a great organization that has screen time suggestions based on age that are fun and joyful. As children get older, (parents and educators) can start introducing more teaching concepts. For some digital literacy resources and activities, you have \u003ca class=\"external\" href=\"https://sos.fbi.gov/en/\" target=\"_blank\" rel=\"noopener\">FBI Safe Online Surfing\u003c/a>, \u003ca class=\"external\" href=\"https://beinternetawesome.withgoogle.com/en_us\" target=\"_blank\" rel=\"noopener\">Google’s Be Internet Awesome\u003c/a> and \u003ca class=\"external\" href=\"https://www.netsmartzkids.org/\" target=\"_blank\" rel=\"noopener\">Net Smartz Kids\u003c/a>. Fun is one of the most underrated ways to protect kids online and help them with screen time, too. It doesn’t matter if the online activity is the greatest activity in the world, if a teacher is stressed out, in what way can you find fun in the activity? For early educators like preschool teachers and kindergarten teachers, anytime I do a workshop with a school, I ask, “What do you need? What are you seeing? What is your capacity? What is the kids’ capacity? What are their ages, their background?” Then, we create something customized for them. But (educators) shouldn’t shy away from technology.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Looming End of Historic Student Homelessness Funding Has Arrived",
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"headTitle": "Looming End of Historic Student Homelessness Funding Has Arrived | KQED",
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"content": "\u003cp>Less than two months into this school year, three families seeking shelter in Monterey County asked for motel vouchers from their children’s schools and were turned away. The vouchers, along with several other services for students experiencing homelessness, are no more.\u003c/p>\n\u003cp>The families sought help from the schools because, in the past, that was where the county’s homeless liaison had provided them with vouchers for short stays at local motels, temporarily sheltering their homeless families with the ultimate goal of getting them into permanent housing.\u003c/p>\n\u003cp>However, the funds that paid for those vouchers came from a federal program, the \u003ca class=\"external\" href=\"http://american%20rescue%20plan-homeless%20children%20and%20youth/\" target=\"_blank\" rel=\"noopener\">American Rescue Plan-Homeless Children and Youth\u003c/a>, known as ARP-HCY. The historic allocation of $800 million for schools nationwide, of which California received $98.76 million, was one-time pandemic-era funding that must be committed by the end of this month and used by the end of January 2025. There is a possibility for schools to receive an extension on the timeline to spend the funds, though they won’t receive additional amounts.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>There is no plan either at the federal or state level to replace those funds at anywhere near the same level.\u003c/p>\n\u003cp>“There is a fair amount of heartache because the needs are high and higher than they were even before the pandemic, and homelessness is always a crisis,” said Barbara Duffield, executive director of youth homelessness nonprofit \u003ca class=\"external\" href=\"https://schoolhouseconnection.org/arp-hcy?gad_source=1&gclid=Cj0KCQjw9Km3BhDjARIsAGUb4nwON2QtPrh3rWupb3qeZxG64oBxcjoBu6ugYUCiuv6fcTr6ICK9c-kaAp2pEALw_wcB\" target=\"_blank\" rel=\"noopener\">SchoolHouse Connection\u003c/a>. “The prospect of the additional funds to meet those heightened needs going away is demoralizing. It’s true everywhere, but I think particularly true in California, where homelessness is unabated, to say the least.”\u003c/p>\n\u003cp>In preparation for the fiscal cliff, homeless liaisons — \u003ca href=\"https://edsource.org/2022/liaisons-play-pivotal-role-in-connecting-california-homeless-children-to-services/667682\">school staff tasked with identifying and supporting students experiencing homelessness\u003c/a> — are ending some services for students that they’d begun offering during the pandemic, laying off staff, and braiding together other streams of funding.\u003c/p>\n\u003ch2>\u003cstrong>Rising rates of child homelessness as the funding to address it decreases\u003c/strong>\u003c/h2>\n\u003cp>Homeless liaisons have long rung the alarm of rising child homelessness, and their concerns are not without merit. The rate of \u003ca href=\"https://edsource.org/2023/amid-pockets-of-rising-student-homelessness-california-districts-tap-covid-funding-to-help-families/691737\">student homelessness in California rose by 9%\u003c/a> during the 2022–23 school year from the year prior. Child poverty in the state also increased in 2023 for the third year in a row and, at 19.2%, is now higher than its pre-pandemic rate of 18.6%, according to \u003ca href=\"https://edsource.org/updates/california-poverty-increases-for-third-year-in-a-row-surpassing-pre-pandemic-rates\">a recent analysis\u003c/a> published by the California Budget and Policy Center.\u003c/p>\n\u003cp>There was a significant dip in student homelessness rates at the peak of the pandemic, which was followed by a sharp increase once schools reopened. Experts attribute this dramatic shift to \u003ca href=\"https://edsource.org/2022/california-launches-effort-to-count-all-homeless-students-quick-guide/665252\">the identification efforts by liaisons\u003c/a>. While some of the increase can be attributed to rising homelessness amid skyrocketing rent prices and inflation, it is also in part due to the staff hired with ARP-HCY funds whose jobs were to figure out which students were homeless and to connect them with resources.\u003c/p>\n\u003cp>Liaisons have also resoundingly cited a critical issue: There is no dedicated, ongoing funding for their work, which they say impedes their ability to implement long-term programming, hire staff and build out preventive measures to help families avoid homelessness.\u003c/p>\n\u003cp>“The money that we received is the money that we should be receiving on a regular basis to do the work that we need to do,” said Jennifer Kottke, the homeless liaison for the Los Angeles County Office of Education.\u003c/p>\n\u003cp>There are other streams of funding for students experiencing homelessness, but most are one-time funds, too limited to be distributed across all schools, or they are not set aside specifically for this population of students.\u003c/p>\n\u003cp>For example, California’s funding formula for education requires that funds be set aside for high-needs students, which includes homeless students. But those dollars need to be distributed across all high-needs students, not only those experiencing homelessness. As such, the percentage of funds has long been disproportionate to the number of homeless children enrolled in schools statewide. And crucially, this funding requires first identifying students who are homeless — the very effort school staff said needs to first be funded.\u003c/p>\n\u003cp>There is also the McKinney-Vento Homeless Assistance Act’s Education for Homeless Children And Youth grant, but at $129 million nationwide, it is a fraction of the windfall the ARP-HCY provided.\u003c/p>\n\u003cp>Earlier this year, there was \u003ca href=\"https://edsource.org/2024/homeless-youth-advocates-call-for-dedicated-state-funding-local-flexibility/707855\">a statewide push to include $13 million in the state budget\u003c/a> as dedicated funding for students experiencing homelessness. The amount was a match for the federal McKinney-Vento dollars California received in the pre-pandemic years, but the state Legislature failed to pass it.\u003c/p>\n\u003ch2>\u003cstrong>What did liaisons do with ARP-HCY funding?\u003c/strong>\u003c/h2>\n\u003cp>Liaisons are pointing to ARP-HCY dollars as an example of the possibilities for supporting students experiencing homelessness when they are given the opportunity to hire staff and expand their services for children.\u003c/p>\n\u003cp>“The thing is that the work is intense, but the funding doesn’t match, so then you end up undercounting because you don’t have the time to do the proper identification process,” L.A. County’s Kottke said.\u003c/p>\n\u003cp>With the influx of funds, Kottke hired someone to run a countywide free tutoring program for a year and a half that served about 600 students experiencing homelessness, a data analyst to navigate the complicated nature of homelessness data, and a community outreach specialist to distribute informational modules to other liaisons and share social media posts on homeless education resources. In the last school year alone, her office served at least 63,000 students and families experiencing homelessness, though they are still finalizing their numbers and expect that number to be higher.\u003c/p>\n\u003cp>[aside label=\"Related Stories\" postID=\"news_12005503,mindshift_64314,news_11999471\"]\u003c/p>\n\u003cp>Her county office received just over $3 million in the first round of ARP-HCY distributions and about $253,000 in the second round — but these amounts include the funds for 78 districts and charters that Kottke contracted with as the head of her local consortium, which she and other county offices statewide had to create in order to distribute funds to any districts and charters that received less than $500,000.\u003c/p>\n\u003cp>The \u003ca href=\"https://edsource.org/2023/amid-pockets-of-rising-student-homelessness-california-districts-tap-covid-funding-to-help-families/691737\">motel vouchers in \u003c/a>Monterey County were paired with case management to guide families through the county’s housing assistance programs. The part-time staffer in charge of that was hired with ARP-HCY funds, which means that Donna Smith, the county’s homeless liaison, has had to eliminate the position.\u003c/p>\n\u003cp>The American Rescue Plan “was designed as a safety net to be able to help students still participate in school, still have access to the curriculum,” said Smith, whose county has \u003ca href=\"https://edsource.org/2023/pockets-of-districts-across-california-show-increases-in-homeless-students-in-2022-23-school-year/691619\">some of the highest concentrations of student homelessness\u003c/a>. “It was really designed to keep them from failing in school because we know that school is very important no matter what you do.”\u003c/p>\n\u003cp>To highlight the importance of education, Smith also hired two people to run after-school programs for children at homeless shelters in the region. Every day, for two and a half years, children at the shelters were taught music and art, played sports, and went on field trips on the weekends. However, with the money drying up, the programs were shut down on June 30.\u003c/p>\n\u003cp>Smith’s county office received about $423,000 in the first round of allocations and just under $29,000 in the second round. As with Kottke, she was also the head of her local consortium and distributed portions of that funding to other districts and charters.\u003c/p>\n\u003cp>In total, Smith had to lay off seven part-time employees, and Kottke is laying off two this month.\u003c/p>\n\u003cp>Farther north, Meagan Meloy, Butte County’s liaison, began offering what she calls “the next tier of support for students.”\u003c/p>\n\u003cp>In her two decades doing this work, Meloy has focused on ensuring that students experiencing homelessness were enrolled and could get a ride to school. “That always felt like a Band-Aid approach versus the more comprehensive case management,” she said.\u003c/p>\n\u003cp>But with over $295,000 total in ARP-HCY funds, she was also able to support families with getting into housing, maintaining their housing, addressing their social-emotional needs, offering academic support, and distributing basic aid needs like food and clothing.\u003c/p>\n\u003cp>“It just puts more restrictions on prioritizing which students and families we’re going to serve first,” Meloy said, referring to the end of ARP-HCY funds.\u003c/p>\n\u003cp>One of the uses of the federal funds was the increase in identification efforts. A significant dip in student homelessness followed school closures at the height of the pandemic, which experts agree occurred because the identification of students experiencing homelessness relies on school staff being able to see and interact with children. That became much more difficult, at times impossible, via video.\u003c/p>\n\u003cp>If liaisons do not notice signs of potential homelessness, it is then up to the student and their families to self-identify. But, according to interviews with liaisons statewide, few children and families self-identify as homeless; they might feel ashamed, be fearful of their children being taken away from them, or might not consider themselves as being homeless.\u003c/p>\n\u003cp>Such challenges make identification of homelessness among students a key part of every homeless liaison’s job. Some schools, such as \u003ca href=\"https://edsource.org/2023/amid-pockets-of-rising-student-homelessness-california-districts-tap-covid-funding-to-help-families/691737\">Santa Rita Union Elementary in \u003c/a>Monterey County, used their ARP-HCY money to hire staff who focused primarily on calling and visiting families they believed might be homeless. It’s a job that liaisons say requires significant investment in time, money and effort, as trust needs to be built with families.\u003c/p>\n\u003cp>“I think we’ll see even a bigger bump (in homelessness rates) for ’23–’24 because that’s when ARP was fully out, but if it goes down next year, it’s not going to be because ‘Oh, we’re solving homelessness,’” Duffield said. “It’s because there are fewer people knocking on doors and following up and asking questions.”\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/looming-end-of-historic-student-homelessness-funding-has-arrived/719222\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "The historic allocation of $800 million for schools nationwide, of which California received $98.76 million, was one-time pandemic-era funding that must be committed by the end of this month and used by the end of January 2025.",
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"title": "Looming End of Historic Student Homelessness Funding Has Arrived | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Less than two months into this school year, three families seeking shelter in Monterey County asked for motel vouchers from their children’s schools and were turned away. The vouchers, along with several other services for students experiencing homelessness, are no more.\u003c/p>\n\u003cp>The families sought help from the schools because, in the past, that was where the county’s homeless liaison had provided them with vouchers for short stays at local motels, temporarily sheltering their homeless families with the ultimate goal of getting them into permanent housing.\u003c/p>\n\u003cp>However, the funds that paid for those vouchers came from a federal program, the \u003ca class=\"external\" href=\"http://american%20rescue%20plan-homeless%20children%20and%20youth/\" target=\"_blank\" rel=\"noopener\">American Rescue Plan-Homeless Children and Youth\u003c/a>, known as ARP-HCY. The historic allocation of $800 million for schools nationwide, of which California received $98.76 million, was one-time pandemic-era funding that must be committed by the end of this month and used by the end of January 2025. There is a possibility for schools to receive an extension on the timeline to spend the funds, though they won’t receive additional amounts.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>There is no plan either at the federal or state level to replace those funds at anywhere near the same level.\u003c/p>\n\u003cp>“There is a fair amount of heartache because the needs are high and higher than they were even before the pandemic, and homelessness is always a crisis,” said Barbara Duffield, executive director of youth homelessness nonprofit \u003ca class=\"external\" href=\"https://schoolhouseconnection.org/arp-hcy?gad_source=1&gclid=Cj0KCQjw9Km3BhDjARIsAGUb4nwON2QtPrh3rWupb3qeZxG64oBxcjoBu6ugYUCiuv6fcTr6ICK9c-kaAp2pEALw_wcB\" target=\"_blank\" rel=\"noopener\">SchoolHouse Connection\u003c/a>. “The prospect of the additional funds to meet those heightened needs going away is demoralizing. It’s true everywhere, but I think particularly true in California, where homelessness is unabated, to say the least.”\u003c/p>\n\u003cp>In preparation for the fiscal cliff, homeless liaisons — \u003ca href=\"https://edsource.org/2022/liaisons-play-pivotal-role-in-connecting-california-homeless-children-to-services/667682\">school staff tasked with identifying and supporting students experiencing homelessness\u003c/a> — are ending some services for students that they’d begun offering during the pandemic, laying off staff, and braiding together other streams of funding.\u003c/p>\n\u003ch2>\u003cstrong>Rising rates of child homelessness as the funding to address it decreases\u003c/strong>\u003c/h2>\n\u003cp>Homeless liaisons have long rung the alarm of rising child homelessness, and their concerns are not without merit. The rate of \u003ca href=\"https://edsource.org/2023/amid-pockets-of-rising-student-homelessness-california-districts-tap-covid-funding-to-help-families/691737\">student homelessness in California rose by 9%\u003c/a> during the 2022–23 school year from the year prior. Child poverty in the state also increased in 2023 for the third year in a row and, at 19.2%, is now higher than its pre-pandemic rate of 18.6%, according to \u003ca href=\"https://edsource.org/updates/california-poverty-increases-for-third-year-in-a-row-surpassing-pre-pandemic-rates\">a recent analysis\u003c/a> published by the California Budget and Policy Center.\u003c/p>\n\u003cp>There was a significant dip in student homelessness rates at the peak of the pandemic, which was followed by a sharp increase once schools reopened. Experts attribute this dramatic shift to \u003ca href=\"https://edsource.org/2022/california-launches-effort-to-count-all-homeless-students-quick-guide/665252\">the identification efforts by liaisons\u003c/a>. While some of the increase can be attributed to rising homelessness amid skyrocketing rent prices and inflation, it is also in part due to the staff hired with ARP-HCY funds whose jobs were to figure out which students were homeless and to connect them with resources.\u003c/p>\n\u003cp>Liaisons have also resoundingly cited a critical issue: There is no dedicated, ongoing funding for their work, which they say impedes their ability to implement long-term programming, hire staff and build out preventive measures to help families avoid homelessness.\u003c/p>\n\u003cp>“The money that we received is the money that we should be receiving on a regular basis to do the work that we need to do,” said Jennifer Kottke, the homeless liaison for the Los Angeles County Office of Education.\u003c/p>\n\u003cp>There are other streams of funding for students experiencing homelessness, but most are one-time funds, too limited to be distributed across all schools, or they are not set aside specifically for this population of students.\u003c/p>\n\u003cp>For example, California’s funding formula for education requires that funds be set aside for high-needs students, which includes homeless students. But those dollars need to be distributed across all high-needs students, not only those experiencing homelessness. As such, the percentage of funds has long been disproportionate to the number of homeless children enrolled in schools statewide. And crucially, this funding requires first identifying students who are homeless — the very effort school staff said needs to first be funded.\u003c/p>\n\u003cp>There is also the McKinney-Vento Homeless Assistance Act’s Education for Homeless Children And Youth grant, but at $129 million nationwide, it is a fraction of the windfall the ARP-HCY provided.\u003c/p>\n\u003cp>Earlier this year, there was \u003ca href=\"https://edsource.org/2024/homeless-youth-advocates-call-for-dedicated-state-funding-local-flexibility/707855\">a statewide push to include $13 million in the state budget\u003c/a> as dedicated funding for students experiencing homelessness. The amount was a match for the federal McKinney-Vento dollars California received in the pre-pandemic years, but the state Legislature failed to pass it.\u003c/p>\n\u003ch2>\u003cstrong>What did liaisons do with ARP-HCY funding?\u003c/strong>\u003c/h2>\n\u003cp>Liaisons are pointing to ARP-HCY dollars as an example of the possibilities for supporting students experiencing homelessness when they are given the opportunity to hire staff and expand their services for children.\u003c/p>\n\u003cp>“The thing is that the work is intense, but the funding doesn’t match, so then you end up undercounting because you don’t have the time to do the proper identification process,” L.A. County’s Kottke said.\u003c/p>\n\u003cp>With the influx of funds, Kottke hired someone to run a countywide free tutoring program for a year and a half that served about 600 students experiencing homelessness, a data analyst to navigate the complicated nature of homelessness data, and a community outreach specialist to distribute informational modules to other liaisons and share social media posts on homeless education resources. In the last school year alone, her office served at least 63,000 students and families experiencing homelessness, though they are still finalizing their numbers and expect that number to be higher.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Her county office received just over $3 million in the first round of ARP-HCY distributions and about $253,000 in the second round — but these amounts include the funds for 78 districts and charters that Kottke contracted with as the head of her local consortium, which she and other county offices statewide had to create in order to distribute funds to any districts and charters that received less than $500,000.\u003c/p>\n\u003cp>The \u003ca href=\"https://edsource.org/2023/amid-pockets-of-rising-student-homelessness-california-districts-tap-covid-funding-to-help-families/691737\">motel vouchers in \u003c/a>Monterey County were paired with case management to guide families through the county’s housing assistance programs. The part-time staffer in charge of that was hired with ARP-HCY funds, which means that Donna Smith, the county’s homeless liaison, has had to eliminate the position.\u003c/p>\n\u003cp>The American Rescue Plan “was designed as a safety net to be able to help students still participate in school, still have access to the curriculum,” said Smith, whose county has \u003ca href=\"https://edsource.org/2023/pockets-of-districts-across-california-show-increases-in-homeless-students-in-2022-23-school-year/691619\">some of the highest concentrations of student homelessness\u003c/a>. “It was really designed to keep them from failing in school because we know that school is very important no matter what you do.”\u003c/p>\n\u003cp>To highlight the importance of education, Smith also hired two people to run after-school programs for children at homeless shelters in the region. Every day, for two and a half years, children at the shelters were taught music and art, played sports, and went on field trips on the weekends. However, with the money drying up, the programs were shut down on June 30.\u003c/p>\n\u003cp>Smith’s county office received about $423,000 in the first round of allocations and just under $29,000 in the second round. As with Kottke, she was also the head of her local consortium and distributed portions of that funding to other districts and charters.\u003c/p>\n\u003cp>In total, Smith had to lay off seven part-time employees, and Kottke is laying off two this month.\u003c/p>\n\u003cp>Farther north, Meagan Meloy, Butte County’s liaison, began offering what she calls “the next tier of support for students.”\u003c/p>\n\u003cp>In her two decades doing this work, Meloy has focused on ensuring that students experiencing homelessness were enrolled and could get a ride to school. “That always felt like a Band-Aid approach versus the more comprehensive case management,” she said.\u003c/p>\n\u003cp>But with over $295,000 total in ARP-HCY funds, she was also able to support families with getting into housing, maintaining their housing, addressing their social-emotional needs, offering academic support, and distributing basic aid needs like food and clothing.\u003c/p>\n\u003cp>“It just puts more restrictions on prioritizing which students and families we’re going to serve first,” Meloy said, referring to the end of ARP-HCY funds.\u003c/p>\n\u003cp>One of the uses of the federal funds was the increase in identification efforts. A significant dip in student homelessness followed school closures at the height of the pandemic, which experts agree occurred because the identification of students experiencing homelessness relies on school staff being able to see and interact with children. That became much more difficult, at times impossible, via video.\u003c/p>\n\u003cp>If liaisons do not notice signs of potential homelessness, it is then up to the student and their families to self-identify. But, according to interviews with liaisons statewide, few children and families self-identify as homeless; they might feel ashamed, be fearful of their children being taken away from them, or might not consider themselves as being homeless.\u003c/p>\n\u003cp>Such challenges make identification of homelessness among students a key part of every homeless liaison’s job. Some schools, such as \u003ca href=\"https://edsource.org/2023/amid-pockets-of-rising-student-homelessness-california-districts-tap-covid-funding-to-help-families/691737\">Santa Rita Union Elementary in \u003c/a>Monterey County, used their ARP-HCY money to hire staff who focused primarily on calling and visiting families they believed might be homeless. It’s a job that liaisons say requires significant investment in time, money and effort, as trust needs to be built with families.\u003c/p>\n\u003cp>“I think we’ll see even a bigger bump (in homelessness rates) for ’23–’24 because that’s when ARP was fully out, but if it goes down next year, it’s not going to be because ‘Oh, we’re solving homelessness,’” Duffield said. “It’s because there are fewer people knocking on doors and following up and asking questions.”\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/looming-end-of-historic-student-homelessness-funding-has-arrived/719222\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>California published a guide for how districts should serve English learners seven years ago. It’s called \u003ca href=\"https://www.cde.ca.gov/sp/ml/elroadmappolicy.asp\">the English Learner Roadmap Policy\u003c/a>, and it’s largely seen as groundbreaking.\u003c/p>\n\u003cp>But many districts still haven’t used that road map to change their practices, advocates say.\u003c/p>\n\u003cp>“It’s not systemic across the state,” said Shelly Spiegel-Coleman, strategic adviser to Californians Together, a coalition of organizations that advocates for English learners. “You can go to school districts and ask teachers, ‘Have you ever heard of the road map?’ And they look at you like you’re from Mars. They’ve never heard of it.”\u003c/p>\n\u003cp>Lawmakers are now pushing to fully implement the road map, by passing \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202320240AB2074\">Assembly Bill 2074\u003c/a>, introduced by Assemblymembers Al Muratsuchi (D-Torrance) and David Alvarez (D-Chula Vista). If signed by Gov. Gavin Newsom, the bill will require the California Department of Education to create a state implementation plan for the English Learner Roadmap with goals and a system to monitor whether those goals are met.\u003c/p>\n\u003cp>The department will have to first convene an advisory committee, made up of district and county offices of education, teachers, parents of English learners and nonprofit organizations with experience implementing the English Learner Roadmap Policy. The department will have to submit the final implementation plan to the Legislature by Nov. 1, 2026, and begin reporting on which districts, county offices of education and charter schools are implementing the plan by Jan. 1, 2027.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>A lack of funding changed the scope of the bill. An earlier version would have also created three positions in the state Department of Education to develop, plan and then support districts to implement the English Learner Roadmap Policy. However, those positions were cut from the bill by the Senate Appropriations Committee due to costs. A separate bill that would have created a grant program to implement the road map, Assembly Bill 2071, failed to pass the Senate Appropriations Committee, because there was no money allocated in the budget.\u003c/p>\n\u003cp>\u003ca href=\"https://www.cde.ca.gov/sp/ml/elroadmappolicy.asp\">The California English Learner Roadmap Policy\u003c/a> was first approved by the California State Board of Education in 2017 as a guide for school districts, county offices of education and charter schools to better support English learners.\u003c/p>\n\u003cp>For many, the road map represented a pivotal change in the state’s approach to teaching English learners. It was adopted just months after voters passed Proposition 58 in 2016, which eliminated restrictions on bilingual education put in place by Proposition 227 in 1998. In stark contrast to the English-only policies in place under Proposition 227, the road map emphasizes the importance of bilingual education and bilingualism and of recognizing the assets of students who speak other languages, in addition to emphasizing teaching that “fosters high levels of English proficiency.”\u003c/p>\n\u003cp>[aside label=\"Related Stories\" tag=\"english-learners\"]\u003c/p>\n\u003cp>Anya Hurwitz, executive director of SEAL, a nonprofit organization that trains teachers and district leaders and promotes bilingual education, called the English Learner Roadmap a “comprehensive, visionary, research-based policy.”\u003c/p>\n\u003cp>“It’s aspirational. It’s very much written for a future state, when California can center the student population that is so much at the core of who we are as a state and yet has this history of being treated as an afterthought or a box at the end of a curriculum,” said Hurwitz. “And nonetheless the state needs an implementation plan. Things don’t get done unless we have methodical plans.”\u003c/p>\n\u003cp>The Legislature has twice created grant programs for districts to get help implementing the English Learner Roadmap Policy. In 2020, the California Department of Education (CDE) awarded $10 million to two grantees, Californians Together and the California Association for Bilingual Education, each of which worked with other organizations, county offices of education and school districts. In 2023, the department awarded another $10 million to four county offices of education, in Sacramento, Los Angeles, San Bernardino and Orange counties.\u003c/p>\n\u003cp>These programs, however, were optional, and not all districts participated in the training or assistance.\u003c/p>\n\u003cp>“We feel it’s really necessary for CDE to be very vocal and in the center of stating how important the English Learner Roadmap is, and how important it is to implement,” said Martha Hernandez, executive director of Californians Together. “When CDE says the road map is a priority, it begins to filter down to the districts. But we’re not really hearing that it’s that important from CDE.”\u003c/p>\n\u003cp>Graciela García-Torres, director of multilingual education for the Sacramento County Office of Education, said the English Learner Roadmap brings her hope, as a former English learner herself and as a parent.\u003c/p>\n\u003cp>“As a parent, I also see that it supports me in my endeavor to have children that grow up bilingually, knowing their culture and language is just as beautiful and important as English,” García-Torres said.\u003c/p>\n\u003cp>García-Torres said the Sacramento County Office of Education has worked hard to help districts implement the road map, but a state implementation plan and more funding are needed.\u003c/p>\n\u003cp>“I’m afraid that without another grant or an implementation plan, it may go back to being pretty words on the page,” García-Torres said.\u003c/p>\n\u003cp>Debra Duardo, Los Angeles County superintendent of schools, said the English Learner Roadmap has made a big difference in some districts.\u003c/p>\n\u003cp>“Some of the things I’ve seen changing is the philosophy around English language learners and really moving from this deficit mentality, of ‘these are children who can’t speak English,’ to really celebrating the fact that they’re speaking multiple languages,” said Duardo.\u003c/p>\n\u003cp>She said having clear goals and requiring districts to report how they’re implementing the plan will be crucial, so that the state can see where districts are struggling and how CDE can help them.\u003c/p>\n\u003cp>“There are always going to people who feel like this is one more thing that you’re placing on us and it doesn’t come with funding attached to it,” said Duardo. “Districts are struggling. They don’t have their extra pandemic dollars, they didn’t have a very big COLA, and just finding the resources to implement anything can be a challenge.”\u003c/p>\n\u003cp>Megan Hopkins, professor and chair of UC San Diego’s department of education studies, said many states struggle with implementation of guidance around English learners. She said a statewide plan for implementing the road map is needed, in part because many teachers and administrators don’t think English learner education applies to them.\u003c/p>\n\u003cp>“English learners are often sort of viewed as separate from, or an add-on, to core instructional programs. I think what happens is people are like, ‘Oh, that’s nice, but it’s not related to what I do over here in math education,’ when in fact it is,” said Hopkins.\u003c/p>\n\u003cp>Aleyda Barrera-Cruz, executive director for multilingual learner services at the San Mateo-Foster City School District, south of San Francisco, said she has attended professional development sessions on the English Learner Roadmap Policy with EL RISE!, the coalition led by Californians Together, and read through every guidance document they’ve written about the road map.\u003c/p>\n\u003cp>[aside label=\"More Education Coverage\" tag=\"education\"]\u003c/p>\n\u003cp>“Where it gets tricky is sometimes things are written in a way that are not very implementation-friendly. They’re written in a very theoretical way like, ‘These are the recommendations,’ so we as districts have to decide what that would look like in our district. There’s a lot of room for interpretation,” Barrera-Cruz said.\u003c/p>\n\u003cp>She said principals and teachers sometimes interpret the guidelines in different ways at different schools. She would like to see CDE make it very clear how to do things like teaching English language development (teaching English to children who do not know the language), including examples of lesson plans and videos of best practices in the classroom.\u003c/p>\n\u003cp>“I’m working with a very diverse group of educators. Some have learned this in their teaching credential program; some have not,” Barrera-Cruz said.\u003c/p>\n\u003cp>Elodia Ortega-Lampkin, superintendent of Woodland Joint Unified School District, near Sacramento, said superintendents and school board members need training to understand why the English Learner Roadmap is needed.\u003c/p>\n\u003cp>“People watch what you value and the message you send,” Ortega-Lampkin said. “It’s very hard for a principal to do this on their own without the district support. It’s got to come down from the top, including the board.”\u003c/p>\n\u003cp>She said Woodland Joint Unified required all administrators and teachers to attend training about the English Learner Roadmap. They also have to use the road map when writing their mandatory annual school plans for student achievement.\u003c/p>\n\u003cp>“It was not an option. It was an expectation. If we have English learners in Woodland and we’re serious about helping them succeed, we need to use a framework that is research-based and provides support for districts. Instead of piecemealing, it’s all in one to help guide those conversations in our schools,” Ortega-Lampkin said.\u003c/p>\n\u003cp>Before training with the English Learner Roadmap, Ortega-Lampkin said not everyone understood how to teach English language development, often referred to as ELD.\u003c/p>\n\u003cp>“It was hard to get everyone to buy in and teach ELD. We don’t have that anymore. It’s not a discussion. People just know that ELD needs to happen. I think it’s helped change the mindset and build a better understanding,” Ortega-Lampkin said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/what-will-it-take-to-implement-the-english-learner-roadmap-in-all-california-schools/718243\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\n",
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"excerpt": "A bill would require the California Department of Education to create a plan and set goals for rolling out the English Learner Roadmap and establish a way to monitor how those goals are being met.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>California published a guide for how districts should serve English learners seven years ago. It’s called \u003ca href=\"https://www.cde.ca.gov/sp/ml/elroadmappolicy.asp\">the English Learner Roadmap Policy\u003c/a>, and it’s largely seen as groundbreaking.\u003c/p>\n\u003cp>But many districts still haven’t used that road map to change their practices, advocates say.\u003c/p>\n\u003cp>“It’s not systemic across the state,” said Shelly Spiegel-Coleman, strategic adviser to Californians Together, a coalition of organizations that advocates for English learners. “You can go to school districts and ask teachers, ‘Have you ever heard of the road map?’ And they look at you like you’re from Mars. They’ve never heard of it.”\u003c/p>\n\u003cp>Lawmakers are now pushing to fully implement the road map, by passing \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202320240AB2074\">Assembly Bill 2074\u003c/a>, introduced by Assemblymembers Al Muratsuchi (D-Torrance) and David Alvarez (D-Chula Vista). If signed by Gov. Gavin Newsom, the bill will require the California Department of Education to create a state implementation plan for the English Learner Roadmap with goals and a system to monitor whether those goals are met.\u003c/p>\n\u003cp>The department will have to first convene an advisory committee, made up of district and county offices of education, teachers, parents of English learners and nonprofit organizations with experience implementing the English Learner Roadmap Policy. The department will have to submit the final implementation plan to the Legislature by Nov. 1, 2026, and begin reporting on which districts, county offices of education and charter schools are implementing the plan by Jan. 1, 2027.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>A lack of funding changed the scope of the bill. An earlier version would have also created three positions in the state Department of Education to develop, plan and then support districts to implement the English Learner Roadmap Policy. However, those positions were cut from the bill by the Senate Appropriations Committee due to costs. A separate bill that would have created a grant program to implement the road map, Assembly Bill 2071, failed to pass the Senate Appropriations Committee, because there was no money allocated in the budget.\u003c/p>\n\u003cp>\u003ca href=\"https://www.cde.ca.gov/sp/ml/elroadmappolicy.asp\">The California English Learner Roadmap Policy\u003c/a> was first approved by the California State Board of Education in 2017 as a guide for school districts, county offices of education and charter schools to better support English learners.\u003c/p>\n\u003cp>For many, the road map represented a pivotal change in the state’s approach to teaching English learners. It was adopted just months after voters passed Proposition 58 in 2016, which eliminated restrictions on bilingual education put in place by Proposition 227 in 1998. In stark contrast to the English-only policies in place under Proposition 227, the road map emphasizes the importance of bilingual education and bilingualism and of recognizing the assets of students who speak other languages, in addition to emphasizing teaching that “fosters high levels of English proficiency.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Anya Hurwitz, executive director of SEAL, a nonprofit organization that trains teachers and district leaders and promotes bilingual education, called the English Learner Roadmap a “comprehensive, visionary, research-based policy.”\u003c/p>\n\u003cp>“It’s aspirational. It’s very much written for a future state, when California can center the student population that is so much at the core of who we are as a state and yet has this history of being treated as an afterthought or a box at the end of a curriculum,” said Hurwitz. “And nonetheless the state needs an implementation plan. Things don’t get done unless we have methodical plans.”\u003c/p>\n\u003cp>The Legislature has twice created grant programs for districts to get help implementing the English Learner Roadmap Policy. In 2020, the California Department of Education (CDE) awarded $10 million to two grantees, Californians Together and the California Association for Bilingual Education, each of which worked with other organizations, county offices of education and school districts. In 2023, the department awarded another $10 million to four county offices of education, in Sacramento, Los Angeles, San Bernardino and Orange counties.\u003c/p>\n\u003cp>These programs, however, were optional, and not all districts participated in the training or assistance.\u003c/p>\n\u003cp>“We feel it’s really necessary for CDE to be very vocal and in the center of stating how important the English Learner Roadmap is, and how important it is to implement,” said Martha Hernandez, executive director of Californians Together. “When CDE says the road map is a priority, it begins to filter down to the districts. But we’re not really hearing that it’s that important from CDE.”\u003c/p>\n\u003cp>Graciela García-Torres, director of multilingual education for the Sacramento County Office of Education, said the English Learner Roadmap brings her hope, as a former English learner herself and as a parent.\u003c/p>\n\u003cp>“As a parent, I also see that it supports me in my endeavor to have children that grow up bilingually, knowing their culture and language is just as beautiful and important as English,” García-Torres said.\u003c/p>\n\u003cp>García-Torres said the Sacramento County Office of Education has worked hard to help districts implement the road map, but a state implementation plan and more funding are needed.\u003c/p>\n\u003cp>“I’m afraid that without another grant or an implementation plan, it may go back to being pretty words on the page,” García-Torres said.\u003c/p>\n\u003cp>Debra Duardo, Los Angeles County superintendent of schools, said the English Learner Roadmap has made a big difference in some districts.\u003c/p>\n\u003cp>“Some of the things I’ve seen changing is the philosophy around English language learners and really moving from this deficit mentality, of ‘these are children who can’t speak English,’ to really celebrating the fact that they’re speaking multiple languages,” said Duardo.\u003c/p>\n\u003cp>She said having clear goals and requiring districts to report how they’re implementing the plan will be crucial, so that the state can see where districts are struggling and how CDE can help them.\u003c/p>\n\u003cp>“There are always going to people who feel like this is one more thing that you’re placing on us and it doesn’t come with funding attached to it,” said Duardo. “Districts are struggling. They don’t have their extra pandemic dollars, they didn’t have a very big COLA, and just finding the resources to implement anything can be a challenge.”\u003c/p>\n\u003cp>Megan Hopkins, professor and chair of UC San Diego’s department of education studies, said many states struggle with implementation of guidance around English learners. She said a statewide plan for implementing the road map is needed, in part because many teachers and administrators don’t think English learner education applies to them.\u003c/p>\n\u003cp>“English learners are often sort of viewed as separate from, or an add-on, to core instructional programs. I think what happens is people are like, ‘Oh, that’s nice, but it’s not related to what I do over here in math education,’ when in fact it is,” said Hopkins.\u003c/p>\n\u003cp>Aleyda Barrera-Cruz, executive director for multilingual learner services at the San Mateo-Foster City School District, south of San Francisco, said she has attended professional development sessions on the English Learner Roadmap Policy with EL RISE!, the coalition led by Californians Together, and read through every guidance document they’ve written about the road map.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Where it gets tricky is sometimes things are written in a way that are not very implementation-friendly. They’re written in a very theoretical way like, ‘These are the recommendations,’ so we as districts have to decide what that would look like in our district. There’s a lot of room for interpretation,” Barrera-Cruz said.\u003c/p>\n\u003cp>She said principals and teachers sometimes interpret the guidelines in different ways at different schools. She would like to see CDE make it very clear how to do things like teaching English language development (teaching English to children who do not know the language), including examples of lesson plans and videos of best practices in the classroom.\u003c/p>\n\u003cp>“I’m working with a very diverse group of educators. Some have learned this in their teaching credential program; some have not,” Barrera-Cruz said.\u003c/p>\n\u003cp>Elodia Ortega-Lampkin, superintendent of Woodland Joint Unified School District, near Sacramento, said superintendents and school board members need training to understand why the English Learner Roadmap is needed.\u003c/p>\n\u003cp>“People watch what you value and the message you send,” Ortega-Lampkin said. “It’s very hard for a principal to do this on their own without the district support. It’s got to come down from the top, including the board.”\u003c/p>\n\u003cp>She said Woodland Joint Unified required all administrators and teachers to attend training about the English Learner Roadmap. They also have to use the road map when writing their mandatory annual school plans for student achievement.\u003c/p>\n\u003cp>“It was not an option. It was an expectation. If we have English learners in Woodland and we’re serious about helping them succeed, we need to use a framework that is research-based and provides support for districts. Instead of piecemealing, it’s all in one to help guide those conversations in our schools,” Ortega-Lampkin said.\u003c/p>\n\u003cp>Before training with the English Learner Roadmap, Ortega-Lampkin said not everyone understood how to teach English language development, often referred to as ELD.\u003c/p>\n\u003cp>“It was hard to get everyone to buy in and teach ELD. We don’t have that anymore. It’s not a discussion. People just know that ELD needs to happen. I think it’s helped change the mindset and build a better understanding,” Ortega-Lampkin said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/what-will-it-take-to-implement-the-english-learner-roadmap-in-all-california-schools/718243\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "california-state-university-stares-down-a-1-billion-budget-gap-as-campuses-cut-costs",
"title": "California State University Faces a $1 Billion Budget Gap as Campuses Cut Costs",
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"headTitle": "California State University Faces a $1 Billion Budget Gap as Campuses Cut Costs | KQED",
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"content": "\u003cp>California State University is taking the forecast of a snowballing budget gap so seriously, even a recent message touting a new hire came with the equivalent of a financial weather advisory.\u003c/p>\n\u003cp>The nation’s largest university system \u003ca href=\"https://www.calstate.edu/csu-system/news/Pages/sonoma-state-interim-president-appointed-2024.aspx\">welcomed Emily F. Cutrer as the new interim president of\u003c/a>\u003ca href=\"https://www.calstate.edu/csu-system/news/Pages/sonoma-state-interim-president-appointed-2024.aspx\"> Sonoma State University\u003c/a> last week with the stern reminder that she must address “enormous financial pressures” facing the university, where fall 2023 enrollment was down more than 36% over the last decade.\u003c/p>\n\u003cp>That sobering message was repeated to the system’s 23 campuses at the last board of trustees meeting before the fall term — a moment of truth when campus leaders aiming to reverse declines in student enrollment will find out if their bids to attract and retain students worked. Even if efforts to boost enrollment succeed, cutting costs could prove a necessity on many campuses, CSU officials warned. Board Chair Jack B. Clarke Jr., addressing school presidents directly, said they ultimately will determine how to manage limited resources.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Presidents, we understand that you’re going to have to make some hard decisions and, within your campus communities and your general communities, you’re going to be criticized,” he said. “Understand that we’re behind you in terms of making the hard decisions.”\u003c/p>\n\u003cp>CSU could be staring down a $1 billion budget gap in the 2025–26 school year as the result of dwindling state support for higher education and rising costs, staff said at the July board of trustees meeting.\u003c/p>\n\u003cp>CSU has also unveiled a plan to reshuffle dollars from campuses that fall short of enrollment goals. In April, the system \u003ca href=\"https://www.calstate.edu/csu-system/about-the-csu/budget/Documents/fy-budget-coded-memos/B_2024-01_Preliminary_Budget_Allocations_Memo.pdf\">released a preliminary budget document (PDF)\u003c/a> sketching how the system could reallocate $32 million in enrollment funding from 12 campuses that didn’t meet resident enrollment targets or target increases and shift it into nine campuses where 2024–25 resident enrollment targets have been increased. A CSU spokesperson said the system is finalizing those plans over the coming weeks.\u003c/p>\n\u003cp>The system expects more budgetary trade-offs going forward, CSU Chief Financial Officer Steve Relyea said to trustees at their July meeting. Major expenses include a backlog of facilities and infrastructure projects, employee compensation costs and obligations the schools must meet under legal mandates such as Title IX, the federal law barring sex-based discrimination in schools.\u003c/p>\n\u003cp>“We anticipate negative impacts on academic offerings and student support services,” Relyea said. “The funding that we’re receiving, while it’s more, is still not sufficient to cover the increased cost on our current operations, and at this point universities will likely have to redirect significant dollars from existing university budgets to cover employee compensation commitments.”\u003c/p>\n\u003ch2>Enrollment drops lead to cuts\u003c/h2>\n\u003cp>CSU earlier this year \u003ca href=\"https://edsource.org/updates/cal-state-faculty-approve-new-salary-agreement\">agreed to a 10% raise\u003c/a> for faculty represented by the California Faculty Association following a \u003ca href=\"https://www.latimes.com/california/story/2024-01-22/csu-and-faculty-reach-surprise-tentative-agreement-ending-strike\">one-day strike\u003c/a>. Trustees last week voted to approve salary increases for four campus leaders over the objections of some speakers during public comment.\u003c/p>\n\u003cp>The grim forecast underscores the challenges facing CSU at a time of \u003ca href=\"https://www.insidehighered.com/news/students/retention/2024/03/13/doubts-about-value-are-deterring-college-enrollment\">flagging student enrollment\u003c/a> across higher education amid \u003ca href=\"https://news.gallup.com/poll/508352/americans-confidence-higher-education-down-sharply.aspx\">declining public trust\u003c/a> in the value of a college degree. Systemwide, fall 2023 enrollment stood \u003ca href=\"https://www.calstate.edu/csu-system/about-the-csu/facts-about-the-csu/enrollment\">more than 30,000 students shy\u003c/a> of its 2020 peak.\u003c/p>\n\u003cp>Campus efforts to entice students back to campus include \u003ca href=\"https://edsource.org/2024/cal-states-new-online-transfer-planner-aims-to-ease-burden-on-community-college-students/707467\">easing transfers\u003c/a> into the system, \u003ca href=\"https://edsource.org/2021/california-state-university-adopts-new-approach-to-entice-students-back/663928\">reengaging students\u003c/a> who started but did not finish a degree and more support for \u003ca href=\"https://edsource.org/2024/csu-campuses-focus-on-new-strategies-to-help-students-of-color/707174\">students of color\u003c/a>. And CSU leaders say they remain focused on long-term goals like boosting graduation rates for historically underrepresented students and rebuilding trust in Title IX and other anti-discrimination programs.\u003c/p>\n\u003cp>Funding those priorities will require hard choices. Officials anticipate they can partially plug holes in the budget with reserve funds, but they said school presidents and the system itself must tighten their belts to cover the rest — cuts they acknowledged could prove painful and unpopular. The university system also will have to contend with pressure from faculty, who argue they should have a greater say in university decision-making.\u003c/p>\n\u003cp>Cuts are nothing new at some CSU campuses. In recent years, as enrollment fell more than 15% from pre-pandemic levels at schools including \u003ca href=\"https://www.csuci.edu/apb/documents/2023-staffingplan-justificationform.pdf\">Cal State Channel Islands (PDF)\u003c/a>, \u003ca href=\"https://edsource.org/2024/anticipating-less-state-aid-csu-campuses-start-making-cuts/705092\">San Francisco State\u003c/a> and \u003ca href=\"https://www.sonoma.edu/updates/2023/2023-24-campus-budget-plan%C2%A0\">Sonoma State\u003c/a>, campus leaders have held off on filling some open positions or launched voluntary separation programs to reduce staffing costs. \u003ca href=\"https://www.montereyherald.com/2024/05/23/csu-monterey-bay-announces-layoffs/\">Cal State Monterey Bay\u003c/a> in May announced 16 layoffs and an additional 86 departures under an early retirement program. At \u003ca href=\"https://www.csueastbay.edu/administration/sandeen-messages/staff-reduction-faq.html\">Cal State East Bay\u003c/a>, another campus that has seen a dip in enrollment, campus leaders in May \u003ca href=\"https://eastbaypioneers.com/news/2024/5/8/water-polo-cal-state-east-bay-announces-discontinuation-of-womens-water-polo-sponsorship.aspx\">announced\u003c/a> that the school would no longer sponsor its women’s water polo to save money.\u003c/p>\n\u003cp>“Upending 19 student-athletes’ East Bay careers is without precedent,” said Jeff Newcomb, a lecturer and president of the California Faculty Association’s East Bay executive board, at the July meeting. “Going forward, authentic shared governance — it’s hard— but it’s crucial if we are to emerge from austerity measures with trust and strategic vitality.”\u003c/p>\n\u003cp>Take Sonoma State as another example.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://flo.uri.sh/visualisation/18938489/embed\" width=\"800\" height=\"600\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>The school has weathered enrollment declines with serious cost-cutting. To manage a budget shortfall, spokesperson Jeffery Keating said in a statement, Sonoma State has trimmed $21.4 million from its base budget since 2020–21 and plans an additional $7.5 million cut in 2024–25.\u003c/p>\n\u003cp>Some of those savings have come from reducing the number of faculty and staff, including through attrition and early retirement programs. Keating said faculty and staff headcount fell 22% between 2019 and 2023.\u003c/p>\n\u003cp>The aim has been “to protect student services and academic programs,” according to the statement, and the school doesn’t plan to scale back areas like financial aid, health services or career counseling.\u003c/p>\n\u003cp>He said the school sees some positive signs on the horizon: It projects that net student headcount will rise in 2024–25.\u003c/p>\n\u003cp>Across the system, CSU anticipates a $218 million shortfall this school year, according to a budget presentation. Making up the difference in funds likely will require tapping into reserves and “aggressively pursuing new students and working to retain current students,” said Ryan Storm, the system’s assistant vice chancellor for budget.\u003c/p>\n\u003cp>The budget presentation was not the first time Cal State has flashed financial warning signs.\u003c/p>\n\u003cp>The cost of educating CSU students far outstrips the money the system actually has to educate them, a \u003ca href=\"https://www.calstate.edu/csu-system/board-of-trustees/past-meetings/2023/Documents/FIN-May-21-24-2023.pdf\">2023 report by CSU leaders found (PDF)\u003c/a>. Trustee Diego Arambula reminded colleagues last week that the gap between what the system estimated it \u003cem>should\u003c/em> spend to meet student needs and what it \u003cem>does\u003c/em> spend was $1.5 billion, and could grow as campuses trim their budgets.\u003c/p>\n\u003ch2>The search for savings\u003c/h2>\n\u003cp>The search for cost savings starts with the central office, Chancellor Mildred García said.\u003c/p>\n\u003cp>The Chancellor’s Office is reviewing each of its divisions in pursuit of “not efficiency for its own sake or purely for cost savings, but for mission-driven efficiency,” she said in a report to the trustees. In that vein, the office will split the division of academic and student affairs into two, a reorganization García said was estimated to save at least $500,000.\u003c/p>\n\u003cp>The July meeting also highlighted CSU’s smallest university — Cal Maritime — as both a cautionary tale and a possible inspiration for how the system’s campuses might share costs and academic programs in the future.\u003c/p>\n\u003cp>The board considered a proposal to merge the maritime academy into Cal Poly San Luis Obispo in a bid to save the Vallejo-based maritime school following a steep drop in enrollment and rising overhead costs. The board will resume those discussions in September and make a final decision in November.\u003c/p>\n\u003cp>Cal Maritime interim President Michael J. Dumont \u003ca href=\"https://edsource.org/2024/cal-state-trustees-weigh-bid-to-merge-cal-maritime-cal-poly-san-luis-obispo/715959\">told the board\u003c/a> the school has “taken a chainsaw to every expense on our campus” in pursuit of financial sustainability. Trustees praised the proposal to integrate the maritime academy into Cal Poly San Luis Obispo as an “elegant solution” that would save costs as the campuses consolidate administrative services and other operations.\u003c/p>\n\u003cp>CSU officials have left the door open for future campus mergers but say no additional integrations are immediately planned.\u003c/p>\n\u003cp>A document \u003ca href=\"https://www.calstate.edu/csu-system/board-of-trustees/past-meetings/2024/Documents/July-22-24-2024-Full-Binder.pdf\">announcing the integration proposal (PDF)\u003c/a> said it’s in keeping with CSU’s goal to look for cost savings “from consolidation of certain administrative functions and from inter-campus cooperation and collaboration in the offering of programs and services.”\u003c/p>\n\u003cp>In response to questions about whether future campus mergers are likely, a CSU spokesperson cited a \u003ca href=\"https://www.calstate.edu/csu-system/news/Pages/cal-poly-maritime-integration.aspx\">document\u003c/a> that says CSU “must remain open to considering all options in the future to ensure the financial health of the system and its universities.”\u003c/p>\n\u003cp>That includes \u003ca href=\"https://www.calstate.edu/csu-system/board-of-trustees/past-meetings/2024/Documents/Full-BoT-Agenda-Mar-24-27-2024.pdf\">ongoing initiatives to save money (PDF)\u003c/a> short of full mergers, such as negotiating systemwide contracts with vendors and purchasing electricity for multiple campuses on the wholesale energy market.\u003c/p>\n\u003cp>“There are a lot of tools in the toolkit in addition to an integration like this,” CFO Relyea told trustees last week.\u003c/p>\n\u003cp>And Relyea noted that the $1 billion budget gap forecast for the 2025–26 school year is an estimate based on assumptions that could prove flawed. A shortfall could be avoided by making permanent cuts this school year, pausing new investments, bridging the gap with reserves and successfully lobbying the state for additional money, he added.\u003c/p>\n\u003cp>Some campuses might try to streamline their budgets in ways students won’t notice.\u003c/p>\n\u003cp>That’s the goal at Cal State Northridge, where administrators said that measures like cutting nonessential staff travel or delaying plans to replace older technology and equipment were among the ways they hope to save money.\u003c/p>\n\u003cp>“Everything that’s related to student success, we’re trying to shield that as much as we can,” said Edith Winterhalter, who leads the university’s budget department. “It’s really on the administrative side that we’re doing a lot of strategies to reduce our costs as much as we can.”\u003c/p>\n\u003ch2>‘A painful year’\u003c/h2>\n\u003cp>A wild card in CSU’s finances is its reliance on the California Legislature, which has funded \u003ca href=\"https://www.calstate.edu/csu-system/about-the-csu/facts-about-the-csu/csu-funding\">roughly 60% of the school system’s operating costs\u003c/a> in recent years. That can expose the university system to swings in state revenue.\u003c/p>\n\u003cp>CSU dodged the worst in this year’s budget. \u003ca href=\"https://edsource.org/2024/gov-newsom-proposes-to-shield-schools-community-colleges-from-drop-in-state-revenue/703711\">Early budget drafts\u003c/a> proposed pushing a 5% funding hike that had been promised for 2024–25 into the following year. The \u003ca href=\"https://edsource.org/2024/gov-newsoms-twists-and-tricks-to-spare-cuts-to-schools-and-community-colleges-in-state-budget/714604\">final budget\u003c/a> landed on a compromise: a one-time cut of $75 million, offset by an ongoing increase of $240 million. Staff attributed the improvement to an energetic lobbying campaign on behalf of the universities.\u003c/p>\n\u003cp>[aside label=\"Related Stories\" postID=\"news_11986301,news_11961149,news_11990668\"]\u003c/p>\n\u003cp>The budget outlook going forward is less rosy. Anticipating more lean years ahead, state legislators envision an 8% cut to CSU’s ongoing state funding in 2025–26, according to a CSU budget presentation. On top of that, state legislators have proposed that CSU front $252 million in the 2025–26 school year, which the state would subsequently reimburse in 2026–27. A similar spend-and-reimburse maneuver would occur in the 2026–27 school year.\u003c/p>\n\u003cp>Such an arrangement could prove risky for Cal State, Storm observed.\u003c/p>\n\u003cp>“If we spend, in advance, hundreds of millions of dollars and the state does not reimburse us, it would significantly deplete our one-time balances and reserves, and we could be left with new ongoing commitments and no new funding to support them,” \u003ca href=\"https://youtu.be/nm9x5Umylek?feature=shared&t=3267\">he said\u003c/a>.\u003c/p>\n\u003cp>That reality has compelled Cal State to look to grow other funding sources, including what students pay to attend its universities. Trustee Christopher Steinhauser defended the board’s previous decision to \u003ca href=\"https://edsource.org/2023/cal-state-students-will-see-6-tuition-hike/697358\">increase tuition by 6% annually\u003c/a> starting this fall, saying the additional revenue will allow the system to save hundreds of jobs.\u003c/p>\n\u003cp>“We heard earlier in the spring we have to do less with less,” Steinhauser said. “This is going to be a painful year. … If we didn’t pass that tuition, we would be in a whole big mess, much bigger than we’re in now.”\u003c/p>\n\u003cp>CSU leaders have also pointed to \u003ca href=\"https://senate.humboldt.edu/sites/default/files/senate/8-24-5%20Draft%20Report%20of%20the%20CSU%20Sustainable%20Financial%20Model%20Task%20Force.pdf\">other possible sources of funding (PDF)\u003c/a>, including operating campuses year round and pursuing more public-private partnerships. Trustee Larry L. Adamson urged university presidents to think creatively about raising money from philanthropic sources as one additional revenue stream.\u003c/p>\n\u003cp>“How many endowed chairs do we do every year in the CSU? And I think the answer is few to none,” he said during last week’s meeting. “We have to start doing more and more of that kind of thinking, as the UCs and privates do constantly. And instead of trying to just raise money for buildings, which we do a lot of, let’s start trying to raise money that offsets our actual ongoing expenses.”\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/cal-state-board-anticipates-a-painful-year-as-campuses-cut-costs/716849\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "The nation's biggest university system could be staring down a $1 billion budget gap in the 2025–26 school year due to dwindling state support for higher education and rising costs, staff said at a July board of trustees meeting.",
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"title": "California State University Faces a $1 Billion Budget Gap as Campuses Cut Costs | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>California State University is taking the forecast of a snowballing budget gap so seriously, even a recent message touting a new hire came with the equivalent of a financial weather advisory.\u003c/p>\n\u003cp>The nation’s largest university system \u003ca href=\"https://www.calstate.edu/csu-system/news/Pages/sonoma-state-interim-president-appointed-2024.aspx\">welcomed Emily F. Cutrer as the new interim president of\u003c/a>\u003ca href=\"https://www.calstate.edu/csu-system/news/Pages/sonoma-state-interim-president-appointed-2024.aspx\"> Sonoma State University\u003c/a> last week with the stern reminder that she must address “enormous financial pressures” facing the university, where fall 2023 enrollment was down more than 36% over the last decade.\u003c/p>\n\u003cp>That sobering message was repeated to the system’s 23 campuses at the last board of trustees meeting before the fall term — a moment of truth when campus leaders aiming to reverse declines in student enrollment will find out if their bids to attract and retain students worked. Even if efforts to boost enrollment succeed, cutting costs could prove a necessity on many campuses, CSU officials warned. Board Chair Jack B. Clarke Jr., addressing school presidents directly, said they ultimately will determine how to manage limited resources.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Presidents, we understand that you’re going to have to make some hard decisions and, within your campus communities and your general communities, you’re going to be criticized,” he said. “Understand that we’re behind you in terms of making the hard decisions.”\u003c/p>\n\u003cp>CSU could be staring down a $1 billion budget gap in the 2025–26 school year as the result of dwindling state support for higher education and rising costs, staff said at the July board of trustees meeting.\u003c/p>\n\u003cp>CSU has also unveiled a plan to reshuffle dollars from campuses that fall short of enrollment goals. In April, the system \u003ca href=\"https://www.calstate.edu/csu-system/about-the-csu/budget/Documents/fy-budget-coded-memos/B_2024-01_Preliminary_Budget_Allocations_Memo.pdf\">released a preliminary budget document (PDF)\u003c/a> sketching how the system could reallocate $32 million in enrollment funding from 12 campuses that didn’t meet resident enrollment targets or target increases and shift it into nine campuses where 2024–25 resident enrollment targets have been increased. A CSU spokesperson said the system is finalizing those plans over the coming weeks.\u003c/p>\n\u003cp>The system expects more budgetary trade-offs going forward, CSU Chief Financial Officer Steve Relyea said to trustees at their July meeting. Major expenses include a backlog of facilities and infrastructure projects, employee compensation costs and obligations the schools must meet under legal mandates such as Title IX, the federal law barring sex-based discrimination in schools.\u003c/p>\n\u003cp>“We anticipate negative impacts on academic offerings and student support services,” Relyea said. “The funding that we’re receiving, while it’s more, is still not sufficient to cover the increased cost on our current operations, and at this point universities will likely have to redirect significant dollars from existing university budgets to cover employee compensation commitments.”\u003c/p>\n\u003ch2>Enrollment drops lead to cuts\u003c/h2>\n\u003cp>CSU earlier this year \u003ca href=\"https://edsource.org/updates/cal-state-faculty-approve-new-salary-agreement\">agreed to a 10% raise\u003c/a> for faculty represented by the California Faculty Association following a \u003ca href=\"https://www.latimes.com/california/story/2024-01-22/csu-and-faculty-reach-surprise-tentative-agreement-ending-strike\">one-day strike\u003c/a>. Trustees last week voted to approve salary increases for four campus leaders over the objections of some speakers during public comment.\u003c/p>\n\u003cp>The grim forecast underscores the challenges facing CSU at a time of \u003ca href=\"https://www.insidehighered.com/news/students/retention/2024/03/13/doubts-about-value-are-deterring-college-enrollment\">flagging student enrollment\u003c/a> across higher education amid \u003ca href=\"https://news.gallup.com/poll/508352/americans-confidence-higher-education-down-sharply.aspx\">declining public trust\u003c/a> in the value of a college degree. Systemwide, fall 2023 enrollment stood \u003ca href=\"https://www.calstate.edu/csu-system/about-the-csu/facts-about-the-csu/enrollment\">more than 30,000 students shy\u003c/a> of its 2020 peak.\u003c/p>\n\u003cp>Campus efforts to entice students back to campus include \u003ca href=\"https://edsource.org/2024/cal-states-new-online-transfer-planner-aims-to-ease-burden-on-community-college-students/707467\">easing transfers\u003c/a> into the system, \u003ca href=\"https://edsource.org/2021/california-state-university-adopts-new-approach-to-entice-students-back/663928\">reengaging students\u003c/a> who started but did not finish a degree and more support for \u003ca href=\"https://edsource.org/2024/csu-campuses-focus-on-new-strategies-to-help-students-of-color/707174\">students of color\u003c/a>. And CSU leaders say they remain focused on long-term goals like boosting graduation rates for historically underrepresented students and rebuilding trust in Title IX and other anti-discrimination programs.\u003c/p>\n\u003cp>Funding those priorities will require hard choices. Officials anticipate they can partially plug holes in the budget with reserve funds, but they said school presidents and the system itself must tighten their belts to cover the rest — cuts they acknowledged could prove painful and unpopular. The university system also will have to contend with pressure from faculty, who argue they should have a greater say in university decision-making.\u003c/p>\n\u003cp>Cuts are nothing new at some CSU campuses. In recent years, as enrollment fell more than 15% from pre-pandemic levels at schools including \u003ca href=\"https://www.csuci.edu/apb/documents/2023-staffingplan-justificationform.pdf\">Cal State Channel Islands (PDF)\u003c/a>, \u003ca href=\"https://edsource.org/2024/anticipating-less-state-aid-csu-campuses-start-making-cuts/705092\">San Francisco State\u003c/a> and \u003ca href=\"https://www.sonoma.edu/updates/2023/2023-24-campus-budget-plan%C2%A0\">Sonoma State\u003c/a>, campus leaders have held off on filling some open positions or launched voluntary separation programs to reduce staffing costs. \u003ca href=\"https://www.montereyherald.com/2024/05/23/csu-monterey-bay-announces-layoffs/\">Cal State Monterey Bay\u003c/a> in May announced 16 layoffs and an additional 86 departures under an early retirement program. At \u003ca href=\"https://www.csueastbay.edu/administration/sandeen-messages/staff-reduction-faq.html\">Cal State East Bay\u003c/a>, another campus that has seen a dip in enrollment, campus leaders in May \u003ca href=\"https://eastbaypioneers.com/news/2024/5/8/water-polo-cal-state-east-bay-announces-discontinuation-of-womens-water-polo-sponsorship.aspx\">announced\u003c/a> that the school would no longer sponsor its women’s water polo to save money.\u003c/p>\n\u003cp>“Upending 19 student-athletes’ East Bay careers is without precedent,” said Jeff Newcomb, a lecturer and president of the California Faculty Association’s East Bay executive board, at the July meeting. “Going forward, authentic shared governance — it’s hard— but it’s crucial if we are to emerge from austerity measures with trust and strategic vitality.”\u003c/p>\n\u003cp>Take Sonoma State as another example.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://flo.uri.sh/visualisation/18938489/embed\" width=\"800\" height=\"600\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>The school has weathered enrollment declines with serious cost-cutting. To manage a budget shortfall, spokesperson Jeffery Keating said in a statement, Sonoma State has trimmed $21.4 million from its base budget since 2020–21 and plans an additional $7.5 million cut in 2024–25.\u003c/p>\n\u003cp>Some of those savings have come from reducing the number of faculty and staff, including through attrition and early retirement programs. Keating said faculty and staff headcount fell 22% between 2019 and 2023.\u003c/p>\n\u003cp>The aim has been “to protect student services and academic programs,” according to the statement, and the school doesn’t plan to scale back areas like financial aid, health services or career counseling.\u003c/p>\n\u003cp>He said the school sees some positive signs on the horizon: It projects that net student headcount will rise in 2024–25.\u003c/p>\n\u003cp>Across the system, CSU anticipates a $218 million shortfall this school year, according to a budget presentation. Making up the difference in funds likely will require tapping into reserves and “aggressively pursuing new students and working to retain current students,” said Ryan Storm, the system’s assistant vice chancellor for budget.\u003c/p>\n\u003cp>The budget presentation was not the first time Cal State has flashed financial warning signs.\u003c/p>\n\u003cp>The cost of educating CSU students far outstrips the money the system actually has to educate them, a \u003ca href=\"https://www.calstate.edu/csu-system/board-of-trustees/past-meetings/2023/Documents/FIN-May-21-24-2023.pdf\">2023 report by CSU leaders found (PDF)\u003c/a>. Trustee Diego Arambula reminded colleagues last week that the gap between what the system estimated it \u003cem>should\u003c/em> spend to meet student needs and what it \u003cem>does\u003c/em> spend was $1.5 billion, and could grow as campuses trim their budgets.\u003c/p>\n\u003ch2>The search for savings\u003c/h2>\n\u003cp>The search for cost savings starts with the central office, Chancellor Mildred García said.\u003c/p>\n\u003cp>The Chancellor’s Office is reviewing each of its divisions in pursuit of “not efficiency for its own sake or purely for cost savings, but for mission-driven efficiency,” she said in a report to the trustees. In that vein, the office will split the division of academic and student affairs into two, a reorganization García said was estimated to save at least $500,000.\u003c/p>\n\u003cp>The July meeting also highlighted CSU’s smallest university — Cal Maritime — as both a cautionary tale and a possible inspiration for how the system’s campuses might share costs and academic programs in the future.\u003c/p>\n\u003cp>The board considered a proposal to merge the maritime academy into Cal Poly San Luis Obispo in a bid to save the Vallejo-based maritime school following a steep drop in enrollment and rising overhead costs. The board will resume those discussions in September and make a final decision in November.\u003c/p>\n\u003cp>Cal Maritime interim President Michael J. Dumont \u003ca href=\"https://edsource.org/2024/cal-state-trustees-weigh-bid-to-merge-cal-maritime-cal-poly-san-luis-obispo/715959\">told the board\u003c/a> the school has “taken a chainsaw to every expense on our campus” in pursuit of financial sustainability. Trustees praised the proposal to integrate the maritime academy into Cal Poly San Luis Obispo as an “elegant solution” that would save costs as the campuses consolidate administrative services and other operations.\u003c/p>\n\u003cp>CSU officials have left the door open for future campus mergers but say no additional integrations are immediately planned.\u003c/p>\n\u003cp>A document \u003ca href=\"https://www.calstate.edu/csu-system/board-of-trustees/past-meetings/2024/Documents/July-22-24-2024-Full-Binder.pdf\">announcing the integration proposal (PDF)\u003c/a> said it’s in keeping with CSU’s goal to look for cost savings “from consolidation of certain administrative functions and from inter-campus cooperation and collaboration in the offering of programs and services.”\u003c/p>\n\u003cp>In response to questions about whether future campus mergers are likely, a CSU spokesperson cited a \u003ca href=\"https://www.calstate.edu/csu-system/news/Pages/cal-poly-maritime-integration.aspx\">document\u003c/a> that says CSU “must remain open to considering all options in the future to ensure the financial health of the system and its universities.”\u003c/p>\n\u003cp>That includes \u003ca href=\"https://www.calstate.edu/csu-system/board-of-trustees/past-meetings/2024/Documents/Full-BoT-Agenda-Mar-24-27-2024.pdf\">ongoing initiatives to save money (PDF)\u003c/a> short of full mergers, such as negotiating systemwide contracts with vendors and purchasing electricity for multiple campuses on the wholesale energy market.\u003c/p>\n\u003cp>“There are a lot of tools in the toolkit in addition to an integration like this,” CFO Relyea told trustees last week.\u003c/p>\n\u003cp>And Relyea noted that the $1 billion budget gap forecast for the 2025–26 school year is an estimate based on assumptions that could prove flawed. A shortfall could be avoided by making permanent cuts this school year, pausing new investments, bridging the gap with reserves and successfully lobbying the state for additional money, he added.\u003c/p>\n\u003cp>Some campuses might try to streamline their budgets in ways students won’t notice.\u003c/p>\n\u003cp>That’s the goal at Cal State Northridge, where administrators said that measures like cutting nonessential staff travel or delaying plans to replace older technology and equipment were among the ways they hope to save money.\u003c/p>\n\u003cp>“Everything that’s related to student success, we’re trying to shield that as much as we can,” said Edith Winterhalter, who leads the university’s budget department. “It’s really on the administrative side that we’re doing a lot of strategies to reduce our costs as much as we can.”\u003c/p>\n\u003ch2>‘A painful year’\u003c/h2>\n\u003cp>A wild card in CSU’s finances is its reliance on the California Legislature, which has funded \u003ca href=\"https://www.calstate.edu/csu-system/about-the-csu/facts-about-the-csu/csu-funding\">roughly 60% of the school system’s operating costs\u003c/a> in recent years. That can expose the university system to swings in state revenue.\u003c/p>\n\u003cp>CSU dodged the worst in this year’s budget. \u003ca href=\"https://edsource.org/2024/gov-newsom-proposes-to-shield-schools-community-colleges-from-drop-in-state-revenue/703711\">Early budget drafts\u003c/a> proposed pushing a 5% funding hike that had been promised for 2024–25 into the following year. The \u003ca href=\"https://edsource.org/2024/gov-newsoms-twists-and-tricks-to-spare-cuts-to-schools-and-community-colleges-in-state-budget/714604\">final budget\u003c/a> landed on a compromise: a one-time cut of $75 million, offset by an ongoing increase of $240 million. Staff attributed the improvement to an energetic lobbying campaign on behalf of the universities.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The budget outlook going forward is less rosy. Anticipating more lean years ahead, state legislators envision an 8% cut to CSU’s ongoing state funding in 2025–26, according to a CSU budget presentation. On top of that, state legislators have proposed that CSU front $252 million in the 2025–26 school year, which the state would subsequently reimburse in 2026–27. A similar spend-and-reimburse maneuver would occur in the 2026–27 school year.\u003c/p>\n\u003cp>Such an arrangement could prove risky for Cal State, Storm observed.\u003c/p>\n\u003cp>“If we spend, in advance, hundreds of millions of dollars and the state does not reimburse us, it would significantly deplete our one-time balances and reserves, and we could be left with new ongoing commitments and no new funding to support them,” \u003ca href=\"https://youtu.be/nm9x5Umylek?feature=shared&t=3267\">he said\u003c/a>.\u003c/p>\n\u003cp>That reality has compelled Cal State to look to grow other funding sources, including what students pay to attend its universities. Trustee Christopher Steinhauser defended the board’s previous decision to \u003ca href=\"https://edsource.org/2023/cal-state-students-will-see-6-tuition-hike/697358\">increase tuition by 6% annually\u003c/a> starting this fall, saying the additional revenue will allow the system to save hundreds of jobs.\u003c/p>\n\u003cp>“We heard earlier in the spring we have to do less with less,” Steinhauser said. “This is going to be a painful year. … If we didn’t pass that tuition, we would be in a whole big mess, much bigger than we’re in now.”\u003c/p>\n\u003cp>CSU leaders have also pointed to \u003ca href=\"https://senate.humboldt.edu/sites/default/files/senate/8-24-5%20Draft%20Report%20of%20the%20CSU%20Sustainable%20Financial%20Model%20Task%20Force.pdf\">other possible sources of funding (PDF)\u003c/a>, including operating campuses year round and pursuing more public-private partnerships. Trustee Larry L. Adamson urged university presidents to think creatively about raising money from philanthropic sources as one additional revenue stream.\u003c/p>\n\u003cp>“How many endowed chairs do we do every year in the CSU? And I think the answer is few to none,” he said during last week’s meeting. “We have to start doing more and more of that kind of thinking, as the UCs and privates do constantly. And instead of trying to just raise money for buildings, which we do a lot of, let’s start trying to raise money that offsets our actual ongoing expenses.”\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/cal-state-board-anticipates-a-painful-year-as-campuses-cut-costs/716849\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "west-contra-costa-school-district-sued-over-poor-building-conditions-teacher-vacancies",
"title": "West Contra Costa School District Sued Over Poor Building Conditions, Teacher Vacancies",
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"content": "\u003cp>A group of educators, staff and parents are suing the West Contra Costa Unified School District (WCCUSD) for failing to address poor building conditions, teacher vacancies and violating the rights of students, particularly Black, lower-income and multilingual learners.\u003c/p>\n\u003cp>The lawsuit, filed late Friday by civil rights law firm Public Advocates and pro bono counsel Munger, Tolles & Olson, comes months after 48 Williams complaints were submitted to the district. It’s the first time a school district has been sued under the landmark \u003ca class=\"external\" href=\"https://publicadvocates.org/story/williams-v-california/\" target=\"_blank\" rel=\"noreferrer noopener\">Williams v. California \u003c/a>settlement in 2004, which established the complaint process, the right to textbooks, clean, safe schools, and qualified teachers for all California public school students, said Karissa Provenza, Public Advocates attorney.\u003c/p>\n\u003cp>“The petitioners in the case are seeking a court order to compel WCCUSD to immediately remedy these violations, respond to complainants, and finally provide students with the safe and healthy school environment to which they are entitled,” a statement from Public Advocates said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In June 2023, 45 complaints were submitted to address facility issues at Stege Elementary School, including moldy walls, broken floor tiles and inoperable windows, according to the statement. Six months later, \u003ca href=\"https://edsource.org/2024/west-contra-costa-responds-to-complaints-filed-over-teacher-vacancies/710724\" target=\"_blank\" rel=\"noreferrer noopener\">three complaints were filed\u003c/a> to address teacher vacancies at Stege Elementary, Helms Middle and Kennedy High School.\u003c/p>\n\u003cp>Under the Williams complaint process, school districts have 30 days to remedy the issues and 45 days to respond in court. West Contra Costa officials have not resolved the problems within the legally allowed time, according to Public Advocates.\u003c/p>\n\u003cp>Instead of trying to fill open teaching positions legally, Provenza said, the district has relied on substitutes who aren’t authorized for long periods, which is illegal.\u003c/p>\n\u003cp>District officials could not immediately be reached for comment. But in response to the teacher vacancy complaints, West Contra Costa officials acknowledged their practice of relying on substitutes isn’t lawful.\u003c/p>\n\u003cp>District officials said vacancies weren’t filled because of teacher transfers and late notices from teachers who left the district in the 2022–23 school year. The district also blames statewide systemic issues for contributing to the problem. Beginning in 2021, California schools had significant increases in teacher vacancies and declines in the number of new teachers, the response said, as the pandemic caused many educators to leave the profession.\u003c/p>\n\u003cp>When substitutes aren’t available, other teachers in the buildings have to take on more work and sacrifice prep times to cover classes, Provenza said.\u003c/p>\n\u003cp>West Contra Costa’s failure to address poor conditions at schools and teacher vacancies “creates a vicious cycle,” said co-counsel Dane Shikman from Munger, Tolles, & Olson.\u003c/p>\n\u003cp>“Teachers leave or don’t apply for a position, in part, because of poor facilities at the school,” Shikman said in a statement. “And resulting teacher vacancies drive down student performance and attendance, causing stakeholders — including District administrators — to lose confidence and reduce investment in the school and its facilities. This suit is intended to break that cycle, so that WCCUSD students have a fighting chance to succeed in school.”\u003c/p>\n\u003cp>A parent at Stege Elementary, Darrell Washington, who is not a complainant, said his son hasn’t been set up for success.\u003c/p>\n\u003cp>“Last year he had two or three different teachers,” Washington said in a statement. “It felt like a chaotic game of musical chairs. This system is not supportive for my child or any child at Stege. As a community activist, I want to raise awareness about what is happening at the school, not just for my son, but because it is a disservice to all of our children.”\u003c/p>\n\u003cp>Students without a permanent teacher become less engaged and curious about learning, said Raka Ray, an English teacher at Kennedy High. Ray has also observed that students are more likely to skip class, get in fights and be “addicted to their phones.”\u003c/p>\n\u003cp>Teacher vacancies are also disproportionately affecting students of color. \u003ca class=\"external\" href=\"https://dq.cde.ca.gov/dataquest/dqcensus/enrethlevels.aspx?agglevel=School&year=2022-23&cds=07617966004972\" target=\"_blank\" rel=\"noreferrer noopener\">Stege Elementary\u003c/a> has about 38% Black or African American students and 34% Hispanic or Latino students in the 2022–23 school year, according to data from the state Department of Education.\u003c/p>\n\u003cp>Nearly 83% of students at \u003ca class=\"external\" href=\"https://www.ed-data.org/school/Contra-Costa/West-Contra-Costa-Unified/Helms-Middle/1000\" target=\"_blank\" rel=\"noreferrer noopener\">Helms Middle\u003c/a> are Hispanic or Latino and about 7% are Black or African American, data show. About 73% of students at \u003ca class=\"external\" href=\"https://www.ed-data.org/school/Contra-Costa/West-Contra-Costa-Unified/John-F_Dot_-Kennedy-High\" target=\"_blank\" rel=\"noreferrer noopener\">Kennedy High\u003c/a> are Hispanic or Latino and nearly 18% are Black or African American.\u003c/p>\n\u003cp>“For marginalized students who come from high-trauma backgrounds, having a sense of stability is extremely important for their academic success,” Ray said in a statement. “What I’ve seen with the vacancies is that my students have lost hope in the educational system to provide them with a better future.”\u003c/p>\n\u003ch2 class=\"wp-block-heading\">Addressing teacher vacancies\u003c/h2>\n\u003cp>Superintendent Chris Hurst addressed teacher vacancies at Wednesday’s board meeting, saying the human resources team is “working hard” to fill positions before school resumes.\u003c/p>\n\u003cp>As of this week, Hurst said, there are 76 open elementary teacher positions, 23 vacancies for secondary teachers, and 13 openings for special education teachers. There are also 247 open classified positions in the district, most being paraprofessionals.\u003c/p>\n\u003cp>Elementary schools with three or more vacancies include Stege, Bayview, Coronado, Harding, Verde, and West County Mandarin. Secondary schools with three or more vacancies are Korematsu, Pinole Valley, Richmond, and Kennedy.\u003c/p>\n\u003cp>The district has been to 37 job fairs in the last year and relies on partnerships to hire and recruit teachers, Hurst said. West Contra Costa has partnerships with 35 universities, Teach for America, teacher residency programs, and retired teachers. The district also utilizes various job boards and has three upcoming job fairs this summer.\u003c/p>\n\u003cp>The district has already hired 10 teachers in the last two weeks, Camille Johnson, associate superintendent of human resources, said at the meeting. However, if not every teacher vacancy is filled this summer, Johnson said the district will fall back on substitutes. There are day-to-day, 30-day and 60-day substitutes, she added.\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/west-contra-costa-sued-over-poor-building-conditions-teacher-vacancies/715978\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A group of educators, staff and parents are suing the West Contra Costa Unified School District (WCCUSD) for failing to address poor building conditions, teacher vacancies and violating the rights of students, particularly Black, lower-income and multilingual learners.\u003c/p>\n\u003cp>The lawsuit, filed late Friday by civil rights law firm Public Advocates and pro bono counsel Munger, Tolles & Olson, comes months after 48 Williams complaints were submitted to the district. It’s the first time a school district has been sued under the landmark \u003ca class=\"external\" href=\"https://publicadvocates.org/story/williams-v-california/\" target=\"_blank\" rel=\"noreferrer noopener\">Williams v. California \u003c/a>settlement in 2004, which established the complaint process, the right to textbooks, clean, safe schools, and qualified teachers for all California public school students, said Karissa Provenza, Public Advocates attorney.\u003c/p>\n\u003cp>“The petitioners in the case are seeking a court order to compel WCCUSD to immediately remedy these violations, respond to complainants, and finally provide students with the safe and healthy school environment to which they are entitled,” a statement from Public Advocates said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In June 2023, 45 complaints were submitted to address facility issues at Stege Elementary School, including moldy walls, broken floor tiles and inoperable windows, according to the statement. Six months later, \u003ca href=\"https://edsource.org/2024/west-contra-costa-responds-to-complaints-filed-over-teacher-vacancies/710724\" target=\"_blank\" rel=\"noreferrer noopener\">three complaints were filed\u003c/a> to address teacher vacancies at Stege Elementary, Helms Middle and Kennedy High School.\u003c/p>\n\u003cp>Under the Williams complaint process, school districts have 30 days to remedy the issues and 45 days to respond in court. West Contra Costa officials have not resolved the problems within the legally allowed time, according to Public Advocates.\u003c/p>\n\u003cp>Instead of trying to fill open teaching positions legally, Provenza said, the district has relied on substitutes who aren’t authorized for long periods, which is illegal.\u003c/p>\n\u003cp>District officials could not immediately be reached for comment. But in response to the teacher vacancy complaints, West Contra Costa officials acknowledged their practice of relying on substitutes isn’t lawful.\u003c/p>\n\u003cp>District officials said vacancies weren’t filled because of teacher transfers and late notices from teachers who left the district in the 2022–23 school year. The district also blames statewide systemic issues for contributing to the problem. Beginning in 2021, California schools had significant increases in teacher vacancies and declines in the number of new teachers, the response said, as the pandemic caused many educators to leave the profession.\u003c/p>\n\u003cp>When substitutes aren’t available, other teachers in the buildings have to take on more work and sacrifice prep times to cover classes, Provenza said.\u003c/p>\n\u003cp>West Contra Costa’s failure to address poor conditions at schools and teacher vacancies “creates a vicious cycle,” said co-counsel Dane Shikman from Munger, Tolles, & Olson.\u003c/p>\n\u003cp>“Teachers leave or don’t apply for a position, in part, because of poor facilities at the school,” Shikman said in a statement. “And resulting teacher vacancies drive down student performance and attendance, causing stakeholders — including District administrators — to lose confidence and reduce investment in the school and its facilities. This suit is intended to break that cycle, so that WCCUSD students have a fighting chance to succeed in school.”\u003c/p>\n\u003cp>A parent at Stege Elementary, Darrell Washington, who is not a complainant, said his son hasn’t been set up for success.\u003c/p>\n\u003cp>“Last year he had two or three different teachers,” Washington said in a statement. “It felt like a chaotic game of musical chairs. This system is not supportive for my child or any child at Stege. As a community activist, I want to raise awareness about what is happening at the school, not just for my son, but because it is a disservice to all of our children.”\u003c/p>\n\u003cp>Students without a permanent teacher become less engaged and curious about learning, said Raka Ray, an English teacher at Kennedy High. Ray has also observed that students are more likely to skip class, get in fights and be “addicted to their phones.”\u003c/p>\n\u003cp>Teacher vacancies are also disproportionately affecting students of color. \u003ca class=\"external\" href=\"https://dq.cde.ca.gov/dataquest/dqcensus/enrethlevels.aspx?agglevel=School&year=2022-23&cds=07617966004972\" target=\"_blank\" rel=\"noreferrer noopener\">Stege Elementary\u003c/a> has about 38% Black or African American students and 34% Hispanic or Latino students in the 2022–23 school year, according to data from the state Department of Education.\u003c/p>\n\u003cp>Nearly 83% of students at \u003ca class=\"external\" href=\"https://www.ed-data.org/school/Contra-Costa/West-Contra-Costa-Unified/Helms-Middle/1000\" target=\"_blank\" rel=\"noreferrer noopener\">Helms Middle\u003c/a> are Hispanic or Latino and about 7% are Black or African American, data show. About 73% of students at \u003ca class=\"external\" href=\"https://www.ed-data.org/school/Contra-Costa/West-Contra-Costa-Unified/John-F_Dot_-Kennedy-High\" target=\"_blank\" rel=\"noreferrer noopener\">Kennedy High\u003c/a> are Hispanic or Latino and nearly 18% are Black or African American.\u003c/p>\n\u003cp>“For marginalized students who come from high-trauma backgrounds, having a sense of stability is extremely important for their academic success,” Ray said in a statement. “What I’ve seen with the vacancies is that my students have lost hope in the educational system to provide them with a better future.”\u003c/p>\n\u003ch2 class=\"wp-block-heading\">Addressing teacher vacancies\u003c/h2>\n\u003cp>Superintendent Chris Hurst addressed teacher vacancies at Wednesday’s board meeting, saying the human resources team is “working hard” to fill positions before school resumes.\u003c/p>\n\u003cp>As of this week, Hurst said, there are 76 open elementary teacher positions, 23 vacancies for secondary teachers, and 13 openings for special education teachers. There are also 247 open classified positions in the district, most being paraprofessionals.\u003c/p>\n\u003cp>Elementary schools with three or more vacancies include Stege, Bayview, Coronado, Harding, Verde, and West County Mandarin. Secondary schools with three or more vacancies are Korematsu, Pinole Valley, Richmond, and Kennedy.\u003c/p>\n\u003cp>The district has been to 37 job fairs in the last year and relies on partnerships to hire and recruit teachers, Hurst said. West Contra Costa has partnerships with 35 universities, Teach for America, teacher residency programs, and retired teachers. The district also utilizes various job boards and has three upcoming job fairs this summer.\u003c/p>\n\u003cp>The district has already hired 10 teachers in the last two weeks, Camille Johnson, associate superintendent of human resources, said at the meeting. However, if not every teacher vacancy is filled this summer, Johnson said the district will fall back on substitutes. There are day-to-day, 30-day and 60-day substitutes, she added.\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/west-contra-costa-sued-over-poor-building-conditions-teacher-vacancies/715978\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Legislation authored by members of the Jewish Legislation Caucus to prevent antisemitism and prejudice from seeping into ethnic studies courses passed its first legislative hurdle on Wednesday.\u003c/p>\n\u003cp>However, Assembly Bill 2918 faces a hot summer of intense negotiations to persuade legislators who agree with its intent but question whether the bill’s restrictions and lack of clarity could lead to avoidable conflicts.\u003c/p>\n\u003cp>Assembly Members Rick Zbur (D-Los Angeles) and Dawn Addis (D-Morro Bay), the bill’s chief authors, told the Senate Education Committee they and key education groups are willing to put in the time to fix it.\u003c/p>\n\u003cp>“While we actually have issues now that are affecting the climate in schools for Jewish students, this affects all communities that are subject to bias and discrimination,” Zbur said. “We have to get this right for everyone, no matter what your background is.”\u003c/p>\n\u003cp>But what supporters see as transparency, opponents see as interference.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The bill’s requirements “will expose districts to increased harassment and litigation. The lack of clarity in defining what curriculum and instruction materials are will leave our teachers vulnerable to unwarranted scrutiny,” said Teresa Montaño, a former Los Angeles Unified teacher who now teaches Chicano studies at CSU Northridge.\u003c/p>\n\u003cp>The bill would strengthen disclosure requirements for approving ethnic studies courses and materials. The 2021 law establishing an ethnic studies mandate — that all high schools offer a course in 2025–26 and make it a graduation requirement in 2030–31 — requires districts to hold two hearings before adopting an ethnic studies course. The law also includes a broad warning that the instruction must be free of “any bias, bigotry or discrimination.”\u003c/p>\n\u003cp>But those provisions have proven ineffective, Zbur and others said. Parents have complained they had no idea what their children were being taught; school board members said they were unaware of what was in a course they approved, sometimes on a consent calendar with no discussion.\u003c/p>\n\u003cp>The bill, which has the support of State Superintendent of Instruction Tony Thurmond, would require:\u003c/p>\n\u003cul>\n\u003cli>A committee, including classroom teachers, as a majority and parents, would formally review instructional materials and a locally developed ethnic studies course.\u003c/li>\n\u003cli>The governing board of a district or charter school would determine that the course doesn’t promote any bias, bigotry or discrimination and explain why they declined to adopt a course based on the ethnic studies model curriculum that the state board adopted in 2018;\u003c/li>\n\u003cli>Parents would be sent a written notice before a course is presented for approval.\u003c/li>\n\u003c/ul>\n\u003cp>At the suggestion of staff, Zbur and Addis agreed not to apply the bill to already approved courses and not to require school board members to certify with the State Department of Education that the course is factually and historically accurate.\u003c/p>\n\u003cp>Tensions over the content of ethnic studies courses have simmered since a protracted process by the State Board from 2018 to 2021 to adopt a voluntary ethnic studies course framework. Gov. Gavin Newsom, State Board President Linda Darling-Hammond and Thurmond criticized the first draft of the framework, written primarily by ethnic studies experts and faculty members, as ideological and biased.\u003c/p>\n\u003cp>After the state board adopted a substantially changed framework in 2021, the authors of the first draft disavowed the final version and formed the \u003ca href=\"https://ethnicstudies-coalition.org/\">Coalition for Liberated Ethnic Studies\u003c/a>. Its member organizations have contracted with districts to buy their versions of ethnic studies, which stress the challenges of white supremacy and an oppressive capitalist system and solidarity with Palestine’s battle for liberation.\u003c/p>\n\u003cp>As Montaño said during a webinar on ethnic studies last year, “I have no choice but to challenge settler colonialism everywhere and to acknowledge that from the very beginning, our disciplines of ethnic studies were aligned to the global struggles in Africa, Palestine and Latin America.”\u003c/p>\n\u003cp>In the past year, without mentioning the Liberated Ethnic Studies coalition by name, both Attorney General Rob Bonta and the Newsom administration have reminded school districts to adhere to the law’s prohibition of discrimination.\u003c/p>\n\u003cp>“Vendors have begun promoting curriculum for (districts) to use for ethnic studies courses. We have been advised, however, that some vendors are offering materials that may not meet the requirements of AB 101, particularly the requirement (against bias and bigotry), an important guardrail highlighted when the bill was signed,” Brooks Allen, a Newsom adviser and executive director of the state board, \u003ca href=\"https://www.gov.ca.gov/wp-content/uploads/2023/08/8.23.23-Ethnic-Studies-Letter.pdf\">wrote in August 2023 (PDF)\u003c/a>.\u003c/p>\n\u003cp>Conflicts have flared up in the past year. Jewish parents in Palo Alto have complained they’ve been left in the dark about the development of an ethnic studies curriculum that will be piloted this fall. Opponents are protesting the board of Pajaro Valley Unified’s second thoughts about renewing a contract with a liberated ethnic studies contractor.\u003c/p>\n\u003cp>Tension has further escalated in reaction to the massacre of 1,200 Israelis by Hamas in October and the subsequent invasion and occupation of Gaza by Israelis, causing tens of thousands of Palestinian deaths. \u003ca href=\"https://edsource.org/2024/berkeley-superintendent-faces-house-hearing-over-parent-charges-of-escalating-antisemitism/711410\">The Office of Civil Rights in the U.S. Department of Education\u003c/a> is investigating charges that Berkeley Unified failed to respond properly to rising incidents of antisemitism in its schools.\u003c/p>\n\u003cp>[aside tag=\"ethnic-studies\" label=\"More Related Stories\"]Sen. Steve Glazer (D-Orinda) said his concerns about bias when the ethnic studies law was adopted have come true. “Now we see in practice, particularly for those of us in the Jewish community, how, in my view, bad actors have hijacked the process to promote a curriculum that does the opposite of what the goals that we had established,” he said during the discussion on the bill.\u003c/p>\n\u003cp>However, more than a dozen ethnic studies teachers and parents, including several Jewish parents opposed to the Israeli military’s invasion of Gaza, disagreed, saying at that hearing that they opposed the bill.\u003c/p>\n\u003cp>Sen. Dave Cortese (D-San José) said he was troubled by ambiguities in the bill and the possibility that the strength of ethnic studies could be weakened. “Everything in my core being is telling me that as it’s currently put together, (the bill) is actually going to have the unintended consequence of exacerbating the intensity of disputes at the local level,” he said.\u003c/p>\n\u003cp>Sen. Josh Newman (D-Fullerton), the committee chair, said he shared Cortese’s concern that ethnic studies could “get unproductively caught up in controversies over whose version of history should be taught in our schools.”\u003c/p>\n\u003cp>“It’s fair to worry about the consequences, absent clarity in the bill, of organizations and individuals without teaching experience involved in developing high school courses,” he said.\u003c/p>\n\u003cp>“I think it’s important that the bill move forward. It’s an important discussion,” he added. Encouraging Zbur and Addis to work through unresolved issues with the Latino Caucus and others, he joined the majority in passing the bill, with Cortese dissenting.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/legislators-struggle-with-how-to-rein-in-but-not-repress-ethnic-studies/715321\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Legislation authored by members of the Jewish Legislation Caucus to prevent antisemitism and prejudice from seeping into ethnic studies courses passed its first legislative hurdle on Wednesday.\u003c/p>\n\u003cp>However, Assembly Bill 2918 faces a hot summer of intense negotiations to persuade legislators who agree with its intent but question whether the bill’s restrictions and lack of clarity could lead to avoidable conflicts.\u003c/p>\n\u003cp>Assembly Members Rick Zbur (D-Los Angeles) and Dawn Addis (D-Morro Bay), the bill’s chief authors, told the Senate Education Committee they and key education groups are willing to put in the time to fix it.\u003c/p>\n\u003cp>“While we actually have issues now that are affecting the climate in schools for Jewish students, this affects all communities that are subject to bias and discrimination,” Zbur said. “We have to get this right for everyone, no matter what your background is.”\u003c/p>\n\u003cp>But what supporters see as transparency, opponents see as interference.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The bill’s requirements “will expose districts to increased harassment and litigation. The lack of clarity in defining what curriculum and instruction materials are will leave our teachers vulnerable to unwarranted scrutiny,” said Teresa Montaño, a former Los Angeles Unified teacher who now teaches Chicano studies at CSU Northridge.\u003c/p>\n\u003cp>The bill would strengthen disclosure requirements for approving ethnic studies courses and materials. The 2021 law establishing an ethnic studies mandate — that all high schools offer a course in 2025–26 and make it a graduation requirement in 2030–31 — requires districts to hold two hearings before adopting an ethnic studies course. The law also includes a broad warning that the instruction must be free of “any bias, bigotry or discrimination.”\u003c/p>\n\u003cp>But those provisions have proven ineffective, Zbur and others said. Parents have complained they had no idea what their children were being taught; school board members said they were unaware of what was in a course they approved, sometimes on a consent calendar with no discussion.\u003c/p>\n\u003cp>The bill, which has the support of State Superintendent of Instruction Tony Thurmond, would require:\u003c/p>\n\u003cul>\n\u003cli>A committee, including classroom teachers, as a majority and parents, would formally review instructional materials and a locally developed ethnic studies course.\u003c/li>\n\u003cli>The governing board of a district or charter school would determine that the course doesn’t promote any bias, bigotry or discrimination and explain why they declined to adopt a course based on the ethnic studies model curriculum that the state board adopted in 2018;\u003c/li>\n\u003cli>Parents would be sent a written notice before a course is presented for approval.\u003c/li>\n\u003c/ul>\n\u003cp>At the suggestion of staff, Zbur and Addis agreed not to apply the bill to already approved courses and not to require school board members to certify with the State Department of Education that the course is factually and historically accurate.\u003c/p>\n\u003cp>Tensions over the content of ethnic studies courses have simmered since a protracted process by the State Board from 2018 to 2021 to adopt a voluntary ethnic studies course framework. Gov. Gavin Newsom, State Board President Linda Darling-Hammond and Thurmond criticized the first draft of the framework, written primarily by ethnic studies experts and faculty members, as ideological and biased.\u003c/p>\n\u003cp>After the state board adopted a substantially changed framework in 2021, the authors of the first draft disavowed the final version and formed the \u003ca href=\"https://ethnicstudies-coalition.org/\">Coalition for Liberated Ethnic Studies\u003c/a>. Its member organizations have contracted with districts to buy their versions of ethnic studies, which stress the challenges of white supremacy and an oppressive capitalist system and solidarity with Palestine’s battle for liberation.\u003c/p>\n\u003cp>As Montaño said during a webinar on ethnic studies last year, “I have no choice but to challenge settler colonialism everywhere and to acknowledge that from the very beginning, our disciplines of ethnic studies were aligned to the global struggles in Africa, Palestine and Latin America.”\u003c/p>\n\u003cp>In the past year, without mentioning the Liberated Ethnic Studies coalition by name, both Attorney General Rob Bonta and the Newsom administration have reminded school districts to adhere to the law’s prohibition of discrimination.\u003c/p>\n\u003cp>“Vendors have begun promoting curriculum for (districts) to use for ethnic studies courses. We have been advised, however, that some vendors are offering materials that may not meet the requirements of AB 101, particularly the requirement (against bias and bigotry), an important guardrail highlighted when the bill was signed,” Brooks Allen, a Newsom adviser and executive director of the state board, \u003ca href=\"https://www.gov.ca.gov/wp-content/uploads/2023/08/8.23.23-Ethnic-Studies-Letter.pdf\">wrote in August 2023 (PDF)\u003c/a>.\u003c/p>\n\u003cp>Conflicts have flared up in the past year. Jewish parents in Palo Alto have complained they’ve been left in the dark about the development of an ethnic studies curriculum that will be piloted this fall. Opponents are protesting the board of Pajaro Valley Unified’s second thoughts about renewing a contract with a liberated ethnic studies contractor.\u003c/p>\n\u003cp>Tension has further escalated in reaction to the massacre of 1,200 Israelis by Hamas in October and the subsequent invasion and occupation of Gaza by Israelis, causing tens of thousands of Palestinian deaths. \u003ca href=\"https://edsource.org/2024/berkeley-superintendent-faces-house-hearing-over-parent-charges-of-escalating-antisemitism/711410\">The Office of Civil Rights in the U.S. Department of Education\u003c/a> is investigating charges that Berkeley Unified failed to respond properly to rising incidents of antisemitism in its schools.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Sen. Steve Glazer (D-Orinda) said his concerns about bias when the ethnic studies law was adopted have come true. “Now we see in practice, particularly for those of us in the Jewish community, how, in my view, bad actors have hijacked the process to promote a curriculum that does the opposite of what the goals that we had established,” he said during the discussion on the bill.\u003c/p>\n\u003cp>However, more than a dozen ethnic studies teachers and parents, including several Jewish parents opposed to the Israeli military’s invasion of Gaza, disagreed, saying at that hearing that they opposed the bill.\u003c/p>\n\u003cp>Sen. Dave Cortese (D-San José) said he was troubled by ambiguities in the bill and the possibility that the strength of ethnic studies could be weakened. “Everything in my core being is telling me that as it’s currently put together, (the bill) is actually going to have the unintended consequence of exacerbating the intensity of disputes at the local level,” he said.\u003c/p>\n\u003cp>Sen. Josh Newman (D-Fullerton), the committee chair, said he shared Cortese’s concern that ethnic studies could “get unproductively caught up in controversies over whose version of history should be taught in our schools.”\u003c/p>\n\u003cp>“It’s fair to worry about the consequences, absent clarity in the bill, of organizations and individuals without teaching experience involved in developing high school courses,” he said.\u003c/p>\n\u003cp>“I think it’s important that the bill move forward. It’s an important discussion,” he added. Encouraging Zbur and Addis to work through unresolved issues with the Latino Caucus and others, he joined the majority in passing the bill, with Cortese dissenting.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg",
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},
"link": "/radio/program/bbc-world-service",
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"rss": "https://podcasts.files.bbci.co.uk/p02nq0gn.rss"
}
},
"californiareport": {
"id": "californiareport",
"title": "The California Report",
"tagline": "California, day by day",
"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/californiareport",
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"source": "kqed",
"order": 8
},
"link": "/californiareport",
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}
},
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"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
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"order": 10
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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},
"city-arts": {
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"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
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"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
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"order": 1
},
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"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"freakonomics-radio": {
"id": "freakonomics-radio",
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"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"here-and-now": {
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"airtime": "SUN 7:30pm-8pm",
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},
"link": "/radio/program/how-i-built-this",
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"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"order": 15
},
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
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"order": 18
},
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
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},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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