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"content": "\u003cp>Rudy Garcia was excited when he learned that his local community college, Moorpark in Ventura County, planned to offer a bachelor’s degree in cybersecurity and network operations.\u003c/p>\n\u003cp>A father of four and the only source of income for his family, Garcia believed getting the degree would help him advance in his career in IT support. He had come to realize that more senior jobs typically required a bachelor’s degree.\u003c/p>\n\u003cp>Getting that degree at nearby Moorpark was appealing, especially because he had already finished an associate degree in cybersecurity at the college.\u003c/p>\n\u003cp>“Being able to add that to my resume, it would help me get a better job, better benefits and everything,” he said.\u003c/p>\n\u003cp>But in the two years since Moorpark first proposed the degree, the college has still not received final approval. It’s one of seven degrees across California that received provisional approval from the state community college chancellor’s office in 2023 but remain in limbo because California State University has flagged them as duplicative of its own programs. The two sides have yet to come to a compromise.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>A 2021 law \u003ca href=\"https://edsource.org/2023/what-to-know-about-bachelors-degrees-at-california-community-colleges-quick-guide/694808\">allows the state’s community college system to approve up to 30 new bachelor’s degrees annually,\u003c/a> so long as the degrees support a local labor need and don’t duplicate what any of CSU’s 23 campuses or the University of California’s nine undergraduate campuses offer.\u003c/p>\n\u003cp>Since the passage of that law, many community colleges have successfully launched new degrees: Thirty-two new degrees are now fully approved across the state, joining 15 that already existed as part of a pilot. Some of the most recently-approved degrees include drone and autonomous systems at Fullerton College, emergency services administration at Mission College in Santa Clara and water resource management at San Bernardino Community College.\u003c/p>\n\u003cp>But due to disagreements over what constitutes duplication, some degree proposals have stalled.\u003c/p>\n\u003cp>Resolution, however, could be coming soon. The seven degrees delayed since 2023 are currently being reviewed by WestEd, a nonprofit research organization that was selected to serve as a neutral, third-party evaluator.\u003c/p>\n\u003cp>Some local community colleges have been under the impression that WestEd would render final decisions on the programs, but that is not the case, a spokesperson clarified. Instead, WestEd will evaluate the programs and share an analysis with the community college system’s board of governors that will “help inform the review process,” the spokesperson said.\u003c/p>\n\u003cp>The spokesperson shared the additional details about WestEd’s role on Tuesday morning. WestEd had previously declined an interview request prior to publication of this story.\u003c/p>\n\u003cp>Colleges have been told to expect the reviews from WestEd as early as this month, though it could take longer.\u003c/p>\n\u003cp>Officials with the systemwide chancellor’s offices for both the community colleges and CSU also declined interview requests.\u003c/p>\n\u003cp>For the community colleges, getting a verdict will be welcomed as they have grown increasingly annoyed that their degrees are being delayed.\u003c/p>\n\u003cp>“My frustration is on behalf of the students that are missing out on this opportunity,” said Jeannie Kim, president of Santiago Canyon College in Orange County, which got preliminary approval for a degree in digital infrastructure and location services. “We talk a really loud game about student success and being student centered. But right now, preventing these kinds of degrees from going forward is not student centered.”\u003c/p>\n\u003cp>Although officials from CSU campuses declined to be interviewed, memos obtained by EdSource through a Public Records Act request show that those campuses cited a number of reasons for objecting to proposed degrees.\u003c/p>\n\u003cp>In some cases, CSU campuses objected only to a few courses where they believed there was overlap. For example, CSU San Bernardino’s objection to San Diego Mesa’s proposed physical therapy assistant degree came down to three upper-division courses focused on biomechanics, nutrition and exercise physiology that would be part of the Mesa program. San Bernardino staff argued those courses duplicate classes that they offer as part of a bachelor’s degree program in kinesiology.\u003c/p>\n\u003cp>San Diego Mesa officials believe they may have been able to find common ground if they had more time to negotiate. Their only live interaction with San Bernardino staff was a 30-minute Zoom meeting last year, according to Cassandra Storey, dean for health sciences at Mesa. “We never really had the discussion on those three courses,” Storey said. “I would like to think that we could have a conversation and negotiate this.”\u003c/p>\n\u003cp>Other proposals faced stronger objections. Moorpark faces duplication claims from seven CSU campuses over its proposed cybersecurity program. One campus, CSU San Marcos in San Diego County, wrote in a memo that the proposal “substantially overlaps” with its own cybersecurity degree. “Almost all cybersecurity issues are directly or indirectly related to network operation. The proposed program description is a typical cybersecurity degree,” San Marcos staff wrote.\u003c/p>\n\u003cp>In the view of Moorpark officials, however, there are fundamental differences between its degree and what San Marcos offers. Whereas degrees like the one offered at San Marcos prepare students for engineering and computer science careers, Moorpark would train students to be technicians and work in cybersecurity support, said John Forbes, the college’s vice president of academic affairs.\u003c/p>\n\u003cp>“We understand we need more engineers in this world across every type of engineering, and we need good computer scientists that understand coding,” Forbes said. “But our labor force also needs the people that aren’t authoring and designing and engineering. They need the technicians that are using this stuff.”\u003c/p>\n\u003cp>Moorpark’s program would not be a calculus-based STEM degree, he added. The San Marcos degree does require a calculus course and other math classes as prerequisites.\u003c/p>\n\u003cp>That itself is a positive for students like Garcia. If he were to attempt a CSU bachelor’s degree, he would essentially have to start over and take several lower-division courses to be eligible to transfer to a CSU campus and potentially pay more in tuition. At Moorpark, he would need only upper-division credits to get his bachelor’s degree and have to pay $130 per credit. On average, community college bachelor’s degrees in California cost $10,560 in tuition and fees over all four years, much less than attending a CSU or UC campus. Much of Garcia’s tuition would also get covered by financial aid, he said.\u003c/p>\n\u003cp>“So that’s a big plus for me,” he said.\u003c/p>\n\u003cp>The other major selling point for Garcia is that the Moorpark campus is just a short drive from his house. He’s hoping it will get approved soon and he can start taking classes in the fall.\u003c/p>\n\u003cp>“The college is like four exits from my house,” he said. “I would totally jump on that.” [aside postID=\"news_12012688,news_12015727,news_12006322\" label=\"Related Stories\"]\u003c/p>\n\u003cp>Some students are place bound and can’t attend colleges outside their hometown, the community colleges emphasize. But the law does not mention location, allowing CSU campuses to bring objections even if they aren’t located in the same region as the college proposing the degree.\u003c/p>\n\u003cp>Moorpark, for example, has faced objections from CSU campuses other than San Marcos, including Sacramento State and three San Francisco Bay Area campuses: Cal State East Bay, Sonoma State and San Jose State.\u003c/p>\n\u003cp>Those campuses may be worried about losing potential students to community colleges. Sonoma State in particular \u003ca href=\"https://edsource.org/2024/enrollment-rises-at-some-cal-state-campuses-falls-at-others/723526\">has seen its enrollment\u003c/a> plummet in recent years. Staff at San Jose State, where enrollment has flattened, wrote in a memo that they are concerned the Moorpark program would “draw from the same pool of students” as their bachelor’s degree in engineering technology.\u003c/p>\n\u003cp>Forbes said he understands those worries but believes they may be misguided. “We are big fans of the CSU system, and we want our students to be successful there, and we’re doing everything we can to help them on the transfer end. But for this program, these are not students who would be going to CSU,” he said.\u003c/p>\n\u003cp>Forbes and other community college officials around the state are eager for WestEd’s decisions. “We’re hopeful, with the smart people we have in California, that rational minds can come to the table and figure out a better path forward,” Forbes said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Jan. 24: This story has been corrected to include further detail and clarification about WestEd’s role in the review process.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Rudy Garcia was excited when he learned that his local community college, Moorpark in Ventura County, planned to offer a bachelor’s degree in cybersecurity and network operations.\u003c/p>\n\u003cp>A father of four and the only source of income for his family, Garcia believed getting the degree would help him advance in his career in IT support. He had come to realize that more senior jobs typically required a bachelor’s degree.\u003c/p>\n\u003cp>Getting that degree at nearby Moorpark was appealing, especially because he had already finished an associate degree in cybersecurity at the college.\u003c/p>\n\u003cp>“Being able to add that to my resume, it would help me get a better job, better benefits and everything,” he said.\u003c/p>\n\u003cp>But in the two years since Moorpark first proposed the degree, the college has still not received final approval. It’s one of seven degrees across California that received provisional approval from the state community college chancellor’s office in 2023 but remain in limbo because California State University has flagged them as duplicative of its own programs. The two sides have yet to come to a compromise.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>A 2021 law \u003ca href=\"https://edsource.org/2023/what-to-know-about-bachelors-degrees-at-california-community-colleges-quick-guide/694808\">allows the state’s community college system to approve up to 30 new bachelor’s degrees annually,\u003c/a> so long as the degrees support a local labor need and don’t duplicate what any of CSU’s 23 campuses or the University of California’s nine undergraduate campuses offer.\u003c/p>\n\u003cp>Since the passage of that law, many community colleges have successfully launched new degrees: Thirty-two new degrees are now fully approved across the state, joining 15 that already existed as part of a pilot. Some of the most recently-approved degrees include drone and autonomous systems at Fullerton College, emergency services administration at Mission College in Santa Clara and water resource management at San Bernardino Community College.\u003c/p>\n\u003cp>But due to disagreements over what constitutes duplication, some degree proposals have stalled.\u003c/p>\n\u003cp>Resolution, however, could be coming soon. The seven degrees delayed since 2023 are currently being reviewed by WestEd, a nonprofit research organization that was selected to serve as a neutral, third-party evaluator.\u003c/p>\n\u003cp>Some local community colleges have been under the impression that WestEd would render final decisions on the programs, but that is not the case, a spokesperson clarified. Instead, WestEd will evaluate the programs and share an analysis with the community college system’s board of governors that will “help inform the review process,” the spokesperson said.\u003c/p>\n\u003cp>The spokesperson shared the additional details about WestEd’s role on Tuesday morning. WestEd had previously declined an interview request prior to publication of this story.\u003c/p>\n\u003cp>Colleges have been told to expect the reviews from WestEd as early as this month, though it could take longer.\u003c/p>\n\u003cp>Officials with the systemwide chancellor’s offices for both the community colleges and CSU also declined interview requests.\u003c/p>\n\u003cp>For the community colleges, getting a verdict will be welcomed as they have grown increasingly annoyed that their degrees are being delayed.\u003c/p>\n\u003cp>“My frustration is on behalf of the students that are missing out on this opportunity,” said Jeannie Kim, president of Santiago Canyon College in Orange County, which got preliminary approval for a degree in digital infrastructure and location services. “We talk a really loud game about student success and being student centered. But right now, preventing these kinds of degrees from going forward is not student centered.”\u003c/p>\n\u003cp>Although officials from CSU campuses declined to be interviewed, memos obtained by EdSource through a Public Records Act request show that those campuses cited a number of reasons for objecting to proposed degrees.\u003c/p>\n\u003cp>In some cases, CSU campuses objected only to a few courses where they believed there was overlap. For example, CSU San Bernardino’s objection to San Diego Mesa’s proposed physical therapy assistant degree came down to three upper-division courses focused on biomechanics, nutrition and exercise physiology that would be part of the Mesa program. San Bernardino staff argued those courses duplicate classes that they offer as part of a bachelor’s degree program in kinesiology.\u003c/p>\n\u003cp>San Diego Mesa officials believe they may have been able to find common ground if they had more time to negotiate. Their only live interaction with San Bernardino staff was a 30-minute Zoom meeting last year, according to Cassandra Storey, dean for health sciences at Mesa. “We never really had the discussion on those three courses,” Storey said. “I would like to think that we could have a conversation and negotiate this.”\u003c/p>\n\u003cp>Other proposals faced stronger objections. Moorpark faces duplication claims from seven CSU campuses over its proposed cybersecurity program. One campus, CSU San Marcos in San Diego County, wrote in a memo that the proposal “substantially overlaps” with its own cybersecurity degree. “Almost all cybersecurity issues are directly or indirectly related to network operation. The proposed program description is a typical cybersecurity degree,” San Marcos staff wrote.\u003c/p>\n\u003cp>In the view of Moorpark officials, however, there are fundamental differences between its degree and what San Marcos offers. Whereas degrees like the one offered at San Marcos prepare students for engineering and computer science careers, Moorpark would train students to be technicians and work in cybersecurity support, said John Forbes, the college’s vice president of academic affairs.\u003c/p>\n\u003cp>“We understand we need more engineers in this world across every type of engineering, and we need good computer scientists that understand coding,” Forbes said. “But our labor force also needs the people that aren’t authoring and designing and engineering. They need the technicians that are using this stuff.”\u003c/p>\n\u003cp>Moorpark’s program would not be a calculus-based STEM degree, he added. The San Marcos degree does require a calculus course and other math classes as prerequisites.\u003c/p>\n\u003cp>That itself is a positive for students like Garcia. If he were to attempt a CSU bachelor’s degree, he would essentially have to start over and take several lower-division courses to be eligible to transfer to a CSU campus and potentially pay more in tuition. At Moorpark, he would need only upper-division credits to get his bachelor’s degree and have to pay $130 per credit. On average, community college bachelor’s degrees in California cost $10,560 in tuition and fees over all four years, much less than attending a CSU or UC campus. Much of Garcia’s tuition would also get covered by financial aid, he said.\u003c/p>\n\u003cp>“So that’s a big plus for me,” he said.\u003c/p>\n\u003cp>The other major selling point for Garcia is that the Moorpark campus is just a short drive from his house. He’s hoping it will get approved soon and he can start taking classes in the fall.\u003c/p>\n\u003cp>“The college is like four exits from my house,” he said. “I would totally jump on that.” \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Some students are place bound and can’t attend colleges outside their hometown, the community colleges emphasize. But the law does not mention location, allowing CSU campuses to bring objections even if they aren’t located in the same region as the college proposing the degree.\u003c/p>\n\u003cp>Moorpark, for example, has faced objections from CSU campuses other than San Marcos, including Sacramento State and three San Francisco Bay Area campuses: Cal State East Bay, Sonoma State and San Jose State.\u003c/p>\n\u003cp>Those campuses may be worried about losing potential students to community colleges. Sonoma State in particular \u003ca href=\"https://edsource.org/2024/enrollment-rises-at-some-cal-state-campuses-falls-at-others/723526\">has seen its enrollment\u003c/a> plummet in recent years. Staff at San Jose State, where enrollment has flattened, wrote in a memo that they are concerned the Moorpark program would “draw from the same pool of students” as their bachelor’s degree in engineering technology.\u003c/p>\n\u003cp>Forbes said he understands those worries but believes they may be misguided. “We are big fans of the CSU system, and we want our students to be successful there, and we’re doing everything we can to help them on the transfer end. But for this program, these are not students who would be going to CSU,” he said.\u003c/p>\n\u003cp>Forbes and other community college officials around the state are eager for WestEd’s decisions. “We’re hopeful, with the smart people we have in California, that rational minds can come to the table and figure out a better path forward,” Forbes said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>The person accused of firebombing a \u003ca href=\"https://www.kqed.org/news/tag/uc-berkeley\">UC Berkeley\u003c/a> police vehicle pleaded guilty to setting the blaze and took responsibility for four other acts of arson in the East Bay last June as part of the plea deal.\u003c/p>\n\u003cp>Casey Robert Goonan, 34, pleaded guilty Tuesday to one federal count of arson for the June 1 firebombing after previously \u003ca href=\"https://www.kqed.org/news/11997528/uc-berkeley-firebombing-suspect-pleads-not-guilty-in-federal-court\">pleading not guilty\u003c/a> in July. They were originally \u003ca href=\"https://www.kqed.org/news/11993676/suspect-in-firebombing-of-uc-berkeley-police-vehicle-could-face-20-years-in-prison\">indicted by a federal grand jury\u003c/a> on two arson charges and a third for possession of an unregistered firearm.\u003c/p>\n\u003cp>The deal was initially \u003ca href=\"https://www.kqed.org/news/12016602/uc-berkeley-firebombing-suspect-reaches-plea-deal-federal-arson-charge\">reached last month\u003c/a> when Goonan agreed to plead guilty to damaging property used in or affecting interstate commerce by fire in exchange for dropping the other two charges. Goonan officially changed their plea in Tuesday’s hearing.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>They took responsibility for setting a university police vehicle on fire by lighting Molotov cocktails under it and starting three other blazes on the campus as protests over the war in Gaza took hold of UC Berkeley and colleges throughout the country last June. Goonan also claimed responsibility for attempting to set fire to the Ronald V. Dellums Federal Building and U.S. Courthouse in downtown Oakland.\u003c/p>\n\u003cp>According to the Department of Justice, Goonan planned to throw three Molotov cocktails into the Oakland federal building but, after being seen by law enforcement officials, set fire to the explosives in a planter outside the building instead.\u003c/p>\n\u003cp>Goonan’s attorney, Jeff Wozniak, said that between now and the sentencing, he plans to introduce information about Goonan’s mental state leading up to the arsons.\u003c/p>\n\u003cp>[aside postID=news_12022344 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2025/01/CeasefireGazaAP-1020x680.jpg']\u003c/p>\n\u003cp>“Casey has long been an activist, long cared about Palestinian liberation and been very vocal against the ongoing genocide,” Wozniak told KQED. “This is not the type of action that Casey was involved in before, and so we’re going to provide more information, more context about Casey’s mental health struggles and specifically what was going on before these acts happened.”\u003c/p>\n\u003cp>The three other fires at the campus were set near the C.V. Starr East Asian Library on June 1, outside Koshland Hall on June 13, and at a construction site near Dwinelle Annex on June 16.\u003c/p>\n\u003cp>At the time, unidentified pro-Palestinian activists claimed responsibility for the firebombing and the three other arsons on campus.\u003c/p>\n\u003cp>A post published anonymously on Indybay.com under the name “marilyn’s daughters” said they set the fire at the construction site near Dwinelle Annex as part of a weeklong effort “in retaliation for [University of California police]’s violent assaults on vulnerable student demonstrators,” citing incidents at UCLA and UC Santa Cruz.\u003c/p>\n\u003cp>Goonan is being held without bail at Santa Rita Jail until their sentencing on April 8. They could face up to 20 years in federal prison.\u003c/p>\n\u003cp>Wozniak said Wednesday that he hopes a forthcoming memorandum detailing their mental state and the backdrop of the war in Gaza will provide context about the crimes linked to Goonan, an activist with a doctorate in African American studies.\u003c/p>\n\u003cp>“Dr. Goonan’s other attorney and I are going to put together a robust sentencing memorandum contextualizing Dr. Goonan’s acts within the ongoing genocide in Gaza, the impact on Dr. Goonan that that had, the mental health struggles that Dr. Goonan had around the time and right before leading up to the arsons,” he said. “We are hoping for a fair sentence from Judge White.”\u003c/p>\n\u003cp>\u003c/p>\n",
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"title": "Pro-Palestinian Activist Admits to Torching UC Berkeley Police Car and 4 Other Fires | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The person accused of firebombing a \u003ca href=\"https://www.kqed.org/news/tag/uc-berkeley\">UC Berkeley\u003c/a> police vehicle pleaded guilty to setting the blaze and took responsibility for four other acts of arson in the East Bay last June as part of the plea deal.\u003c/p>\n\u003cp>Casey Robert Goonan, 34, pleaded guilty Tuesday to one federal count of arson for the June 1 firebombing after previously \u003ca href=\"https://www.kqed.org/news/11997528/uc-berkeley-firebombing-suspect-pleads-not-guilty-in-federal-court\">pleading not guilty\u003c/a> in July. They were originally \u003ca href=\"https://www.kqed.org/news/11993676/suspect-in-firebombing-of-uc-berkeley-police-vehicle-could-face-20-years-in-prison\">indicted by a federal grand jury\u003c/a> on two arson charges and a third for possession of an unregistered firearm.\u003c/p>\n\u003cp>The deal was initially \u003ca href=\"https://www.kqed.org/news/12016602/uc-berkeley-firebombing-suspect-reaches-plea-deal-federal-arson-charge\">reached last month\u003c/a> when Goonan agreed to plead guilty to damaging property used in or affecting interstate commerce by fire in exchange for dropping the other two charges. Goonan officially changed their plea in Tuesday’s hearing.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>They took responsibility for setting a university police vehicle on fire by lighting Molotov cocktails under it and starting three other blazes on the campus as protests over the war in Gaza took hold of UC Berkeley and colleges throughout the country last June. Goonan also claimed responsibility for attempting to set fire to the Ronald V. Dellums Federal Building and U.S. Courthouse in downtown Oakland.\u003c/p>\n\u003cp>According to the Department of Justice, Goonan planned to throw three Molotov cocktails into the Oakland federal building but, after being seen by law enforcement officials, set fire to the explosives in a planter outside the building instead.\u003c/p>\n\u003cp>Goonan’s attorney, Jeff Wozniak, said that between now and the sentencing, he plans to introduce information about Goonan’s mental state leading up to the arsons.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Casey has long been an activist, long cared about Palestinian liberation and been very vocal against the ongoing genocide,” Wozniak told KQED. “This is not the type of action that Casey was involved in before, and so we’re going to provide more information, more context about Casey’s mental health struggles and specifically what was going on before these acts happened.”\u003c/p>\n\u003cp>The three other fires at the campus were set near the C.V. Starr East Asian Library on June 1, outside Koshland Hall on June 13, and at a construction site near Dwinelle Annex on June 16.\u003c/p>\n\u003cp>At the time, unidentified pro-Palestinian activists claimed responsibility for the firebombing and the three other arsons on campus.\u003c/p>\n\u003cp>A post published anonymously on Indybay.com under the name “marilyn’s daughters” said they set the fire at the construction site near Dwinelle Annex as part of a weeklong effort “in retaliation for [University of California police]’s violent assaults on vulnerable student demonstrators,” citing incidents at UCLA and UC Santa Cruz.\u003c/p>\n\u003cp>Goonan is being held without bail at Santa Rita Jail until their sentencing on April 8. They could face up to 20 years in federal prison.\u003c/p>\n\u003cp>Wozniak said Wednesday that he hopes a forthcoming memorandum detailing their mental state and the backdrop of the war in Gaza will provide context about the crimes linked to Goonan, an activist with a doctorate in African American studies.\u003c/p>\n\u003cp>“Dr. Goonan’s other attorney and I are going to put together a robust sentencing memorandum contextualizing Dr. Goonan’s acts within the ongoing genocide in Gaza, the impact on Dr. Goonan that that had, the mental health struggles that Dr. Goonan had around the time and right before leading up to the arsons,” he said. “We are hoping for a fair sentence from Judge White.”\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"title": "West Contra Costa Unified Struggles to Stay Solvent Amid Looming Threat of State Takeover",
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"headTitle": "West Contra Costa Unified Struggles to Stay Solvent Amid Looming Threat of State Takeover | KQED",
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"content": "\u003cp>West Contra Costa Unified School District is on the cusp of a new and uncertain era following the retirement of its superintendent, Chris Hurst, who \u003ca class=\"external\" href=\"https://www.kqed.org/news/12007378/west-contra-costa-school-district-to-appoint-interim-leader-after-superintendent-announces-retirement\">stepped down in December\u003c/a> after just over three years on the job.\u003c/p>\n\u003cp>Whoever is chosen to permanently replace him will face a daunting set of concerns, including ensuring that the district is not placed under state control. For now, that job is in the hands of interim Superintendent Kim Moses, who, until December, was the district’s associate superintendent for business services.\u003c/p>\n\u003cp>With an enrollment of just under 30,000 students, more than half from lower-income families, the district comprises 54 schools in El Cerrito, Richmond and other East Bay communities in the San Francisco Bay Area.\u003c/p>\n\u003cp>Chief among the issues the district faces are declining enrollment, persistent budget deficits, a sluggish improvement in post-COVID test scores, teacher shortages, and meeting the multiple needs of a diverse and largely lower-income student body, along with a sometimes-contentious school board not always in alignment with its superintendent.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>To a greater or lesser extent, these are problems facing many urban districts across California, including some larger neighbors around the Bay Area.\u003c/p>\n\u003cp>San Francisco Unified also got a new superintendent last month and is grappling with \u003ca href=\"https://edsource.org/2024/san-francisco-schools-must-avoid-state-takeover-at-all-costs-education-veteran-warns/720851\">severe budget deficits\u003c/a> and intense pressure to close schools.\u003c/p>\n\u003cp>While Oakland Unified’s superintendent, Kyla Johnson-Trammell, is still in her job after seven years, surviving a teacher strike, the pandemic, and other travails, the district is dealing with similar \u003ca class=\"external\" href=\"https://abc7news.com/post/ousd-budget-deficit-oakland-unified-schools/15438418/\">profound challenges\u003c/a>. Both San Francisco and Oakland also face the prospect \u003ca class=\"external\" href=\"https://oaklandside.org/2024/12/12/oakland-school-board-mergers-vote-budget/\">of a state takeover\u003c/a>.\u003c/p>\n\u003cp>Last Wednesday, at West Contra Costa’s first board meeting of 2025, Moses issued a blunt warning about the need to make further budget cuts to avoid insolvency.\u003c/p>\n\u003cp>After making $19 million in cuts during the current year, the district still has a “significant structural deficit,” she said, and warned that under current scenarios, its budget reserves “will be exhausted within three years.”\u003c/p>\n\u003cp>Without further reductions in the next two school years, the district would be “placed under (state) receivership, which means we’ll no longer be in charge of making financial decisions for our district,” she said.\u003c/p>\n\u003cp>In 1991, the district had the unfortunate distinction of being the \u003ca class=\"external\" href=\"https://www.sfgate.com/bayarea/article/west-contra-costa-school-district-pays-off-debt-3603036.php\">first in the state\u003c/a> to go insolvent. To rescue it, the district received a $29 million bailout loan, which took 21 years to pay off. Now, it is trying to head off a similar fate.\u003c/p>\n\u003cp>In December, the West Contra Costa school board passed a budget that members said met the standard to receive a “positive certification,” which, under state regulations, means it would not spend its entire reserve over the next three years.\u003c/p>\n\u003cp>However, the county office of education has refused to approve that certification without the district providing a multiyear deficit-reduction plan. That is what Moses \u003ca class=\"external\" href=\"https://simbli.eboardsolutions.com/SB_Meetings/ViewMeeting.aspx?S=36030499&MID=35548&Tab=Agenda&enIID=RHWWplusB2gtQOQVppslshZ6fPAw%3D%3D\">presented to the board \u003c/a>on Wednesday night, involving cuts of $7 million next year and an additional $6 million the following year.\u003c/p>\n\u003cp>Declining enrollment — by 8% over the past four years alone — is perhaps West Contra Costa’s primary concern, according to Michael Fine, CEO of California’s \u003ca class=\"external\" href=\"https://www.fcmat.org/\">Fiscal Crisis and Management Assistance Team\u003c/a>, an agency created by the state to help districts resolve financial and management problems.\u003c/p>\n\u003cp>Fine largely attributes the decline — which is mirrored in many other districts and the \u003ca class=\"external\" href=\"https://www.the74million.org/article/california-lost-420k-public-school-kids-in-4-years-may-drop-1m-more-by-2031/\">state as a whole\u003c/a> — to lower birth rates.\u003c/p>\n\u003cp>“It’s a long-term problem” for schools, he said. “Right now, schools are feeling it most in kindergarten and elementary school. In 10 years, it will be middle school, then high school.”\u003c/p>\n\u003cp>The problem translates directly into money. In California, schools have a variety of sources of funds, but they are primarily based on “average daily attendance,” that is, the number of kids in the classroom each day. In 2022-23, the district received \u003ca class=\"external\" href=\"https://ed-data.org/ShareData/Html/120187\">nearly $24,000\u003c/a> per student from various sources, most of it from the state based on actual attendance, according to Ed-Data.\u003c/p>\n\u003cp>As enrollment declines — either through lower birth rates or families leaving the expensive Bay Area — so, too, does the district’s revenues. Another factor reducing income is the end of the federal government’s Elementary and Secondary School Emergency Relief fund, designed to help with COVID-19 recovery. The fund brought the district some $53 million by 2023.\u003c/p>\n\u003cp>All of which has had an effect on West Contra Costa Unified’s budget.\u003c/p>\n\u003cp>One approach the district is examining to reduce its deficit is so-called “purpose-based budgeting.” The method, designed to more tightly control expenses, is to evaluate how well specific funds match the district’s priorities.\u003c/p>\n\u003cp>But that may not be enough.\u003c/p>\n\u003cp>“Look, I understand. No one joins a school board to lay off people,” Fine said. “But your revenue is going away, and they’re overstaffed compared to their enrollment.”\u003c/p>\n\u003cp>However, Francisco Ortiz, president of United Teachers of Richmond, the union representing teachers, said there are already too many unfilled positions in West Contra Costa, and the district cannot afford to save more by further reducing staff.\u003c/p>\n\u003cp>“In secondary schools alone, we have 27 vacant FTEs — full-time equivalent (positions),” he said. “And in elementary, it’s 30.8 vacancies and 22 in special ed. The majority of these folks are teachers, some counselors, in elementary, but the majority are classroom teachers.” Most schools, he said, have to use substitutes on a daily basis.[aside label=\"Related Stories\" postID=\"news_12007378,news_11996607,news_11806638\"]At the board meeting this week, interim Superintendent Moses argued that increasing student attendance and enrollment is the only realistic way to reduce the district’s deficits without making further cuts. For every 1% increase in attendance, the district would generate $2.75 million in additional state funding. To that end, the district is launching what it calls its “Why We Show Up” campaign. “It’s really cut and dried,” Moses said. “We only get revenue based upon the number of children we have in a seat.”\u003c/p>\n\u003cp>At last week’s board meeting, many parents and teachers expressed concerns that there would be cuts in district offerings like its International Baccalaureate and bilingual and dual immersion programs.\u003c/p>\n\u003cp>But Moses tried to reassure the school community that no programs would be cut. A big chunk of reductions she is proposing would come from central office reductions, moving teachers out of classrooms with small numbers of students, and so on.\u003c/p>\n\u003cp>Part of the problem, union leader Ortiz said, is that the district has done a poor job of budgeting for how many teachers it will need each year. As for covering the district’s deficit — to pay for more teachers — he said the district should draw further on its reserve. “The reserve is for a rainy day, and right now, it’s flooding. Our most vulnerable students are the ones receiving the blunt end of this. Cutting classroom teachers is not the answer.”\u003c/p>\n\u003cp>However, FCMAT’s Fine argues that it has to be part of the equation. “Lots of school boards say cut as far away from the classroom as you can, but when you have declining enrollment, you cut at the classroom level. But it’s really tough. It’s difficult as heck. It is horrendous.”\u003c/p>\n\u003cp>Fine argues that the issue of teacher vacancies is a nuanced one and that there may be possible solutions. There may, for example, may be too many English teachers and not enough math teachers or too many PE teachers and not enough special education teachers. He suggests that districts consider offering programs to re-credential teachers, even though this is not a short-term strategy.\u003c/p>\n\u003cp>“The solution doesn’t work for everyone, but why don’t we pay, say, English teachers, to get credentialed to teach the sixth grade? Or invest in someone to get a special ed credential?”\u003c/p>\n\u003cp>Before his departure, outgoing superintendent Hurst outlined several of the district’s recent accomplishments in his \u003ca class=\"external\" href=\"https://www.wccusd.net/cms/lib/CA01001466/Centricity/Domain/77/State%20of%20Our%20District_Presentation_9_30.pdf\">State of Our District (PDF)\u003c/a> report — a reminder that putting all the attention on finances can obscure progress in other areas.\u003c/p>\n\u003cp>Among those is the return to 100% in-person learning in the district after the pandemic. Another is “improved staff recruitment, development and retention,” with teacher vacancies declining from 143 two years ago to 64 in the current school year.\u003c/p>\n\u003cp>Test scores have also improved somewhat in the district, according to \u003ca class=\"external\" href=\"https://caaspp.edsource.org/sbac/west-contra-costa-unified-07617960000000\">results of the Smarter Balanced assessments\u003c/a> students took last spring, though they still lag statewide averages and, like almost all districts in the state, are not yet up to pre-pandemic levels.\u003c/p>\n\u003cp>The board recently hired David Hart as chief business manager, at least through the remainder of the school year. He’s the highly regarded former chief financial officer of the massive Los Angeles Unified, a district 20 times the size of West Contra Costa. Fine is hopeful Hart’s experience with a vastly more complex district will accelerate the district’s path to recovery.\u003c/p>\n\u003cp>“They are hiring a very skilled interim CBO,” he said. “I hope they listen to him.”\u003c/p>\n\u003cp>\u003cem>Louis Freedberg contributed to this report, \u003ca href=\"https://edsource.org/2025/west-contra-costa-unified-struggles-to-stay-solvent-avoid-state-takeover/725039\">which 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>West Contra Costa Unified School District is on the cusp of a new and uncertain era following the retirement of its superintendent, Chris Hurst, who \u003ca class=\"external\" href=\"https://www.kqed.org/news/12007378/west-contra-costa-school-district-to-appoint-interim-leader-after-superintendent-announces-retirement\">stepped down in December\u003c/a> after just over three years on the job.\u003c/p>\n\u003cp>Whoever is chosen to permanently replace him will face a daunting set of concerns, including ensuring that the district is not placed under state control. For now, that job is in the hands of interim Superintendent Kim Moses, who, until December, was the district’s associate superintendent for business services.\u003c/p>\n\u003cp>With an enrollment of just under 30,000 students, more than half from lower-income families, the district comprises 54 schools in El Cerrito, Richmond and other East Bay communities in the San Francisco Bay Area.\u003c/p>\n\u003cp>Chief among the issues the district faces are declining enrollment, persistent budget deficits, a sluggish improvement in post-COVID test scores, teacher shortages, and meeting the multiple needs of a diverse and largely lower-income student body, along with a sometimes-contentious school board not always in alignment with its superintendent.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>To a greater or lesser extent, these are problems facing many urban districts across California, including some larger neighbors around the Bay Area.\u003c/p>\n\u003cp>San Francisco Unified also got a new superintendent last month and is grappling with \u003ca href=\"https://edsource.org/2024/san-francisco-schools-must-avoid-state-takeover-at-all-costs-education-veteran-warns/720851\">severe budget deficits\u003c/a> and intense pressure to close schools.\u003c/p>\n\u003cp>While Oakland Unified’s superintendent, Kyla Johnson-Trammell, is still in her job after seven years, surviving a teacher strike, the pandemic, and other travails, the district is dealing with similar \u003ca class=\"external\" href=\"https://abc7news.com/post/ousd-budget-deficit-oakland-unified-schools/15438418/\">profound challenges\u003c/a>. Both San Francisco and Oakland also face the prospect \u003ca class=\"external\" href=\"https://oaklandside.org/2024/12/12/oakland-school-board-mergers-vote-budget/\">of a state takeover\u003c/a>.\u003c/p>\n\u003cp>Last Wednesday, at West Contra Costa’s first board meeting of 2025, Moses issued a blunt warning about the need to make further budget cuts to avoid insolvency.\u003c/p>\n\u003cp>After making $19 million in cuts during the current year, the district still has a “significant structural deficit,” she said, and warned that under current scenarios, its budget reserves “will be exhausted within three years.”\u003c/p>\n\u003cp>Without further reductions in the next two school years, the district would be “placed under (state) receivership, which means we’ll no longer be in charge of making financial decisions for our district,” she said.\u003c/p>\n\u003cp>In 1991, the district had the unfortunate distinction of being the \u003ca class=\"external\" href=\"https://www.sfgate.com/bayarea/article/west-contra-costa-school-district-pays-off-debt-3603036.php\">first in the state\u003c/a> to go insolvent. To rescue it, the district received a $29 million bailout loan, which took 21 years to pay off. Now, it is trying to head off a similar fate.\u003c/p>\n\u003cp>In December, the West Contra Costa school board passed a budget that members said met the standard to receive a “positive certification,” which, under state regulations, means it would not spend its entire reserve over the next three years.\u003c/p>\n\u003cp>However, the county office of education has refused to approve that certification without the district providing a multiyear deficit-reduction plan. That is what Moses \u003ca class=\"external\" href=\"https://simbli.eboardsolutions.com/SB_Meetings/ViewMeeting.aspx?S=36030499&MID=35548&Tab=Agenda&enIID=RHWWplusB2gtQOQVppslshZ6fPAw%3D%3D\">presented to the board \u003c/a>on Wednesday night, involving cuts of $7 million next year and an additional $6 million the following year.\u003c/p>\n\u003cp>Declining enrollment — by 8% over the past four years alone — is perhaps West Contra Costa’s primary concern, according to Michael Fine, CEO of California’s \u003ca class=\"external\" href=\"https://www.fcmat.org/\">Fiscal Crisis and Management Assistance Team\u003c/a>, an agency created by the state to help districts resolve financial and management problems.\u003c/p>\n\u003cp>Fine largely attributes the decline — which is mirrored in many other districts and the \u003ca class=\"external\" href=\"https://www.the74million.org/article/california-lost-420k-public-school-kids-in-4-years-may-drop-1m-more-by-2031/\">state as a whole\u003c/a> — to lower birth rates.\u003c/p>\n\u003cp>“It’s a long-term problem” for schools, he said. “Right now, schools are feeling it most in kindergarten and elementary school. In 10 years, it will be middle school, then high school.”\u003c/p>\n\u003cp>The problem translates directly into money. In California, schools have a variety of sources of funds, but they are primarily based on “average daily attendance,” that is, the number of kids in the classroom each day. In 2022-23, the district received \u003ca class=\"external\" href=\"https://ed-data.org/ShareData/Html/120187\">nearly $24,000\u003c/a> per student from various sources, most of it from the state based on actual attendance, according to Ed-Data.\u003c/p>\n\u003cp>As enrollment declines — either through lower birth rates or families leaving the expensive Bay Area — so, too, does the district’s revenues. Another factor reducing income is the end of the federal government’s Elementary and Secondary School Emergency Relief fund, designed to help with COVID-19 recovery. The fund brought the district some $53 million by 2023.\u003c/p>\n\u003cp>All of which has had an effect on West Contra Costa Unified’s budget.\u003c/p>\n\u003cp>One approach the district is examining to reduce its deficit is so-called “purpose-based budgeting.” The method, designed to more tightly control expenses, is to evaluate how well specific funds match the district’s priorities.\u003c/p>\n\u003cp>But that may not be enough.\u003c/p>\n\u003cp>“Look, I understand. No one joins a school board to lay off people,” Fine said. “But your revenue is going away, and they’re overstaffed compared to their enrollment.”\u003c/p>\n\u003cp>However, Francisco Ortiz, president of United Teachers of Richmond, the union representing teachers, said there are already too many unfilled positions in West Contra Costa, and the district cannot afford to save more by further reducing staff.\u003c/p>\n\u003cp>“In secondary schools alone, we have 27 vacant FTEs — full-time equivalent (positions),” he said. “And in elementary, it’s 30.8 vacancies and 22 in special ed. The majority of these folks are teachers, some counselors, in elementary, but the majority are classroom teachers.” Most schools, he said, have to use substitutes on a daily basis.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>At the board meeting this week, interim Superintendent Moses argued that increasing student attendance and enrollment is the only realistic way to reduce the district’s deficits without making further cuts. For every 1% increase in attendance, the district would generate $2.75 million in additional state funding. To that end, the district is launching what it calls its “Why We Show Up” campaign. “It’s really cut and dried,” Moses said. “We only get revenue based upon the number of children we have in a seat.”\u003c/p>\n\u003cp>At last week’s board meeting, many parents and teachers expressed concerns that there would be cuts in district offerings like its International Baccalaureate and bilingual and dual immersion programs.\u003c/p>\n\u003cp>But Moses tried to reassure the school community that no programs would be cut. A big chunk of reductions she is proposing would come from central office reductions, moving teachers out of classrooms with small numbers of students, and so on.\u003c/p>\n\u003cp>Part of the problem, union leader Ortiz said, is that the district has done a poor job of budgeting for how many teachers it will need each year. As for covering the district’s deficit — to pay for more teachers — he said the district should draw further on its reserve. “The reserve is for a rainy day, and right now, it’s flooding. Our most vulnerable students are the ones receiving the blunt end of this. Cutting classroom teachers is not the answer.”\u003c/p>\n\u003cp>However, FCMAT’s Fine argues that it has to be part of the equation. “Lots of school boards say cut as far away from the classroom as you can, but when you have declining enrollment, you cut at the classroom level. But it’s really tough. It’s difficult as heck. It is horrendous.”\u003c/p>\n\u003cp>Fine argues that the issue of teacher vacancies is a nuanced one and that there may be possible solutions. There may, for example, may be too many English teachers and not enough math teachers or too many PE teachers and not enough special education teachers. He suggests that districts consider offering programs to re-credential teachers, even though this is not a short-term strategy.\u003c/p>\n\u003cp>“The solution doesn’t work for everyone, but why don’t we pay, say, English teachers, to get credentialed to teach the sixth grade? Or invest in someone to get a special ed credential?”\u003c/p>\n\u003cp>Before his departure, outgoing superintendent Hurst outlined several of the district’s recent accomplishments in his \u003ca class=\"external\" href=\"https://www.wccusd.net/cms/lib/CA01001466/Centricity/Domain/77/State%20of%20Our%20District_Presentation_9_30.pdf\">State of Our District (PDF)\u003c/a> report — a reminder that putting all the attention on finances can obscure progress in other areas.\u003c/p>\n\u003cp>Among those is the return to 100% in-person learning in the district after the pandemic. Another is “improved staff recruitment, development and retention,” with teacher vacancies declining from 143 two years ago to 64 in the current school year.\u003c/p>\n\u003cp>Test scores have also improved somewhat in the district, according to \u003ca class=\"external\" href=\"https://caaspp.edsource.org/sbac/west-contra-costa-unified-07617960000000\">results of the Smarter Balanced assessments\u003c/a> students took last spring, though they still lag statewide averages and, like almost all districts in the state, are not yet up to pre-pandemic levels.\u003c/p>\n\u003cp>The board recently hired David Hart as chief business manager, at least through the remainder of the school year. He’s the highly regarded former chief financial officer of the massive Los Angeles Unified, a district 20 times the size of West Contra Costa. Fine is hopeful Hart’s experience with a vastly more complex district will accelerate the district’s path to recovery.\u003c/p>\n\u003cp>“They are hiring a very skilled interim CBO,” he said. “I hope they listen to him.”\u003c/p>\n\u003cp>\u003cem>Louis Freedberg contributed to this report, \u003ca href=\"https://edsource.org/2025/west-contra-costa-unified-struggles-to-stay-solvent-avoid-state-takeover/725039\">which originally appeared in EdSource.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003ca href=\"https://www.kqed.org/news/tag/santa-rosa\">Santa Rosa\u003c/a> City Schools held the first in a series of town halls on Monday night to discuss proposals to close or merge several schools as the district faces declining student enrollment and up to $30 million in budget deficits in the next two years.\u003c/p>\n\u003cp>School district officials suggest closing three elementary schools, a middle school and a high school to save $11 million annually.\u003c/p>\n\u003cp>An advisory committee made up of district staff, teachers, parents and community members is deciding which schools they will recommend to close and where students in the affected schools will go. A district spokesman said all schools are being considered.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Meanwhile, the committee has\u003ca href=\"https://docs.google.com/presentation/d/1d1q6-iBTIugWLx-mwNOpKSSmDk2RorTHU5er82pEbkU/view#slide=id.g32603b5876c_2_0\"> laid out several scenarios for consolidating schools\u003c/a>. At the town halls, the committee is asking people to weigh the pros and cons of each alternative, such as putting all transitional kindergarten through 8th-grade students in one school or putting TK to 3rd-grade students in one school and 4th to 8th-grade students in another. Another possibility is to combine 7th to 12th-grade students onto one campus.\u003c/p>\n\u003cp>“There’s all kinds of different ways to look at [consolidation],” said Lisa August, the district’s chief business officer. “It’s always looking at: how can we reinvigorate and reimagine, not just ‘what are we taking away?”\u003c/p>\n\u003cp>[aside postID=news_11986750 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240514_OAKGROVEUNIONDISTRICTPARENTS-3-KQED-1020x680.jpg']\u003c/p>\n\u003cp>\u003ca href=\"https://calmatters.org/education/k-12-education/2024/03/funding-for-schools/\">Like many school districts across the state\u003c/a>, Santa Rosa City Schools must consider austerity measures as millions of dollars in federal COVID-19 relief funds run out. In addition to school closure or consolidation, the district\u003ca href=\"https://www.pressdemocrat.com/article/news/school-closures-cuts-santa-rosa-sonoma/?artslide=2\"> proposes cutting staff and streamlining special education services\u003c/a>.\u003c/p>\n\u003cp>At the same time, the district is facing declining enrollment. A little more than 15,300 students were enrolled in the school district in the 2013–14 school year, according to district data. A decade later, that number dropped to 12,860.\u003c/p>\n\u003cp>“We’ve operated in the same way for a number of years, as have most schools,” August said. “But we have a declining population of school-aged children, not just a declining enrollment here at our schools. And so we have to do things differently to meet the students in our community where they’re at.”\u003c/p>\n\u003cp>The advisory committee will gather input from the town halls, and will send their recommendation to the superintendent and school board, which is expected to make a final decision on Feb. 19.\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.kqed.org/news/tag/santa-rosa\">Santa Rosa\u003c/a> City Schools held the first in a series of town halls on Monday night to discuss proposals to close or merge several schools as the district faces declining student enrollment and up to $30 million in budget deficits in the next two years.\u003c/p>\n\u003cp>School district officials suggest closing three elementary schools, a middle school and a high school to save $11 million annually.\u003c/p>\n\u003cp>An advisory committee made up of district staff, teachers, parents and community members is deciding which schools they will recommend to close and where students in the affected schools will go. A district spokesman said all schools are being considered.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Meanwhile, the committee has\u003ca href=\"https://docs.google.com/presentation/d/1d1q6-iBTIugWLx-mwNOpKSSmDk2RorTHU5er82pEbkU/view#slide=id.g32603b5876c_2_0\"> laid out several scenarios for consolidating schools\u003c/a>. At the town halls, the committee is asking people to weigh the pros and cons of each alternative, such as putting all transitional kindergarten through 8th-grade students in one school or putting TK to 3rd-grade students in one school and 4th to 8th-grade students in another. Another possibility is to combine 7th to 12th-grade students onto one campus.\u003c/p>\n\u003cp>“There’s all kinds of different ways to look at [consolidation],” said Lisa August, the district’s chief business officer. “It’s always looking at: how can we reinvigorate and reimagine, not just ‘what are we taking away?”\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://calmatters.org/education/k-12-education/2024/03/funding-for-schools/\">Like many school districts across the state\u003c/a>, Santa Rosa City Schools must consider austerity measures as millions of dollars in federal COVID-19 relief funds run out. In addition to school closure or consolidation, the district\u003ca href=\"https://www.pressdemocrat.com/article/news/school-closures-cuts-santa-rosa-sonoma/?artslide=2\"> proposes cutting staff and streamlining special education services\u003c/a>.\u003c/p>\n\u003cp>At the same time, the district is facing declining enrollment. A little more than 15,300 students were enrolled in the school district in the 2013–14 school year, according to district data. A decade later, that number dropped to 12,860.\u003c/p>\n\u003cp>“We’ve operated in the same way for a number of years, as have most schools,” August said. “But we have a declining population of school-aged children, not just a declining enrollment here at our schools. And so we have to do things differently to meet the students in our community where they’re at.”\u003c/p>\n\u003cp>The advisory committee will gather input from the town halls, and will send their recommendation to the superintendent and school board, which is expected to make a final decision on Feb. 19.\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"title": "Know Your Rights in 2025 as a Trans Student in California Schools",
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"content": "\u003cp>\u003cstrong>Update, 1:20 p.m. February 4:\u003c/strong> Since his Jan. 20 inauguration, President Donald Trump has signed several executive orders that target the rights of transgender youth. Among them include \u003ca href=\"https://www.pbs.org/newshour/politics/6-ways-trumps-executive-orders-are-targeting-transgender-people\">halting the use of federal money to fund gender-affirming services for trans people\u003c/a> under 19 years old, and withholding federal funds from schools that assist students in \u003ca href=\"https://library.nshealth.ca/TransGenderDiverse/SocialTransition\">socially transitioning\u003c/a>.\u003c/p>\n\u003cp>In a Jan. 31 press conference, California State Senator Scott Wiener announced \u003ca href=\"https://www.kqed.org/news/12025068/sf-leaders-vow-to-protect-transgender-students-after-latest-trump-threat-to-withhold-funding\">San Francisco’s intention to expand on state protections for transgender residents\u003c/a> in response to Trump’s executive orders.\u003c/p>\n\u003cp>“In 2022, I authored \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202120220SB107\">Senate Bill 107\u003c/a> to basically create a sanctuary state or a shield for trans folks and their families and their medical providers who are being criminalized,” said Wiener. “We are actively looking at how to strengthen and expand that law to protect folks.”\u003c/p>\n\u003cp>“The federal government is very powerful, but we’re going to do whatever we can,” he said. “But California has a lot of power, too.”\u003c/p>\n\u003cp>\u003cem>Original story continues:\u003c/em>\u003c/p>\n\u003cp>Until now, \u003ca href=\"https://calmatters.org/education/k-12-education/2023/08/culture-wars/\">some California school boards\u003c/a> have \u003ca href=\"https://calmatters.org/education/k-12-education/2023/08/culture-wars/\">enacted policies\u003c/a> that required teachers to notify families if a child identifies as transgender, nonbinary, or if the student wishes to go by another name in class.\u003c/p>\n\u003cp>However, as of Jan. 1, a new state law bans schools from enacting these policies — meaning that teachers can no longer be required to inform families that their student identifies as a gender or pronoun other than what’s on their school records. This law, however, does not apply to private schools.\u003c/p>\n\u003cp>LGBTQ+ advocates stress that schools are crucial environments for young people to have\u003ca href=\"https://www.aclu.org/news/lgbtq-rights/trans-students-should-be-treated-with-dignity-not-outed-by-their-schools\"> the freedom to explore their identity\u003c/a> — and describe the rules that alert parents about gender or name changes as “\u003ca href=\"https://lgbtqcaucus.legislature.ca.gov/sites/lgbtqcaucus.legislature.ca.gov/files/AB%201955%20SAFETY%20Act%20FAQs%20UPDATED%20%28002%29%20__0.pdf\">forced outing policies\u003c/a>.” The state’s \u003ca href=\"https://lgbtqcaucus.legislature.ca.gov/sites/lgbtqcaucus.legislature.ca.gov/files/AB%201955%20SAFETY%20Act%20FAQs%20UPDATED%20%28002%29%20__0.pdf\">LGBTQ+ caucus\u003c/a> argues that \u003ca href=\"https://www.aclusocal.org/en/know-your-rights/lgbtq-student-rights-k-12-california-public-schools\">the policies are\u003c/a> “enacted without regard for whether doing so would likely threaten and/or harm the safety of the child,” especially when students live in a home that is unaccepting of their identity.\u003c/p>\n\u003cp>With this new law, “the state of California is trying to ensure [students’] safety,” said Gael Isaiah Lala-Chávez, the executive director of San Francisco LGBTQQ+ organization\u003ca href=\"https://lyric.org/\"> LYRIC\u003c/a>. ‘’They’re giving them their control to be able to share at their own leisure — when they are ready with their families and their loved ones — and not feel like they are at risk of being outed.”\u003c/p>\n\u003cp>If you are a trans or questioning young person who wants to know more about your new rights and privacy as a student in California, read on to see what advocates like Lala-Chávez say about the bill — and what resources are available to you.\u003c/p>\n\u003cp>\u003cstrong>Jump straight to:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"#A\">What does the bill do?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"#B\">Why is this law coming into effect?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"#C\">What if I think my rights are being violated?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"#D\">What should I do if I still feel unsafe? Where can I find support?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003ch2>\u003ca id=\"A\">\u003c/a>What does the bill do?\u003c/h2>\n\u003cp>According to the \u003ca href=\"https://www.aclusocal.org/en/know-your-rights/lgbtq-student-rights-k-12-california-public-schools\">American Civil Liberties Union of Southern California\u003c/a>, the California Education Code gives K–12 public school students the right to be out — that is, “open about your identity and to be yourself at school” — and to be referred to by their preferred pronouns.\u003c/p>\n\u003cp>The new law, \u003ca href=\"https://casetext.com/statute/california-codes/california-education-code/title-1-general-education-code-provisions/division-1-general-education-code-provisions/part-1-general-provisions/chapter-2-educational-equity/article-3-prohibition-of-discrimination/section-2203-effective-112025-employees-shall-not-disclose-pupils-sexual-orientation-gender-identity-or-gender-expression#:~:text=2024%20Legislative%20Session-,Section%20220.3%20%2D%20%5BEffective%201%2F1%2F2025%5D%20Employees,be%20required%20to%20disclose%20any\">Assembly Bill 1955,\u003c/a> takes an extra step, prohibiting\u003ca href=\"https://www.cde.ca.gov/nr/ne/yr24/yr24rel37.asp\"> K–12 school officials\u003c/a> from putting a rule in place that would “require an employee or a contractor to disclose any information related to a pupil’s sexual orientation, gender identity, or gender expression to any other person” without the student’s consent.\u003c/p>\n\u003cp>“Teachers can still talk to their parents,” Gov. Gavin Newsom said at \u003ca href=\"https://calmatters.org/education/higher-education/2024/12/job-training/\">a December press conference\u003c/a>. “What [a school] can’t do is fire a teacher for not being a snitch. I don’t think teachers should be gender police.”\u003c/p>\n\u003cp>The law bans \u003ca href=\"https://digitaldemocracy.calmatters.org/bills/ca_202320240ab1955\">any of the following educational bodies\u003c/a> in California from making or enacting these policies:\u003c/p>\n\u003cul>\n\u003cli>School districts.\u003c/li>\n\u003cli>County offices of education.\u003c/li>\n\u003cli>Charter schools.\u003c/li>\n\u003cli>State special schools.\u003c/li>\n\u003cli>Members of the governing board or body of those educational entities.\u003c/li>\n\u003c/ul>\n\u003cp>This means that this bill does not apply to private schools.\u003c/p>\n\u003cp>The law provides a layer of protection that organizers like Lala-Chávez say trans students need, especially \u003ca href=\"https://19thnews.org/2024/08/project-2025-anti-trans-policies-impact-families/\">in the face of the incoming administration\u003c/a>. President-elect Donald Trump has already promised to remove Medicare and Medicaid funding from hospitals that provide gender transition treatment to minors, and Project 2025 — \u003ca href=\"https://www.kqed.org/news/11998288/what-is-project-2025-donald-trump-heritage-foundation-director-steps-down\">the detailed policy agenda for the next Republican presidency authored and supported by Trump allies\u003c/a>, former and current Trump staffers and Vice President-elect JD Vance — proposes \u003ca href=\"https://www.axios.com/2024/11/07/project-2025-lgbtq-rights\">rolling back regulations that ban discrimination based on gender identity, sexual orientation and trans status\u003c/a>.\u003c/p>\n\u003cp>Since the results of the elections, Gov. Gavin Newsom and state Attorney General Rob Bonta have\u003ca href=\"https://www.kqed.org/news/12013395/newsom-calls-special-session-prepare-california-legal-fight-against-trump\"> positioned themselves as legal opponents\u003c/a> to Donald Trump’s incoming presidency, to “\u003ca href=\"https://www.kqed.org/news/12013395/newsom-calls-special-session-prepare-california-legal-fight-against-trump\">protect California values\u003c/a>.” “Right now, I’d say we are to some degree grateful that we are in California,” said Lala-Chávez. “I’m hoping that withholds a lot of the challenges that we’re going to be facing in the next couple of years.”\u003c/p>\n\u003cp>The ACLU SoCal has \u003ca href=\"https://www.aclusocal.org/en/know-your-rights/lgbtq-student-rights-k-12-california-public-schools\">a thorough guide about your rights as a public school student\u003c/a>, including if you have the right to start an LGBTQ+ advocacy group in school or how you can officially change your pronouns in class.\u003c/p>\n\u003ch2>\u003ca id=\"B\">\u003c/a>Why is this law coming into effect?\u003c/h2>\n\u003cp>Gov. Gavin Newsom signed Assembly Bill 1955 at a time when \u003ca href=\"https://translegislation.com/\">anti-trans legislation\u003c/a> continues to rise around the United States. Despite \u003ca href=\"https://www.aclu.org/legislative-attacks-on-lgbtq-rights-2024\">its reputation as being friendlier to LGBTQ+ communities\u003c/a> than other states, California has not been immune to such measures, with cities like \u003ca href=\"https://oag.ca.gov/system/files/attachments/press-docs/082723.Complaint.pdf\">Chino enacting name-change policies\u003c/a> or \u003ca href=\"https://www.kqed.org/news/12016463/how-anti-trans-politics-loomed-over-san-jose-states-volleyball-season\">a pending lawsuit at San José State University\u003c/a> over trans women participating in sports.\u003c/p>\n\u003cp>A 2024 study by the Trevor Project found that in following years, where some states passed anti-trans laws aimed at minors, \u003ca href=\"https://www.kqed.org/news/12006633/more-trans-teens-attempted-suicide-after-states-passed-anti-trans-laws-study-shows\">suicides increased as much as 72%\u003c/a> among transgender and gender nonconforming teenagers.\u003c/p>\n\u003ch2>\u003ca id=\"C\">\u003c/a>What if I think my rights are being violated?\u003c/h2>\n\u003cp>In addition to prohibiting schools from requiring teachers to notify parents of their child’s gender identity or name preferences, the bill will also require schools to develop and update school resources for LGBTQ+ students — such as ways to contact national and local queer organizations, trained counselors or social workers.\u003c/p>\n\u003cp>However, if a student still thinks that their rights are potentially being violated — for example, if they feel they are at risk of being outed against their will — Lala-Chávez said students should notify school leadership. They also suggested that advocacy organizations like\u003ca href=\"https://www.eqca.org/\"> Equality California\u003c/a> may be able to help in such situations, if a student reaches out directly.\u003c/p>\n\u003cp>Young people also “definitely have every right and opportunity” to contact their elected officials, Lala-Chávez added. KQED has\u003ca href=\"https://www.kqed.org/news/11967439/how-can-i-call-my-representative-a-step-by-step-guide-to-the-process\"> a step-by-step guide\u003c/a> on how to contact your representative.\u003c/p>\n\u003cp>Students can also submit concerns and complaints to the\u003ca href=\"https://www.cde.ca.gov/re/cp/\"> California State Education Department\u003c/a> — which\u003ca href=\"https://www.cde.ca.gov/re/cp/uc/\"> can be anonymous\u003c/a>.\u003c/p>\n\u003ch2>\u003ca id=\"D\">\u003c/a>What should I do if I still feel unsafe? Where can I find support?\u003c/h2>\n\u003cp>The bill bans schools from forcing teachers to notify parents if their child identifies as transgender. But teachers — who sometimes \u003ca href=\"https://lgbtqcaucus.legislature.ca.gov/sites/lgbtqcaucus.legislature.ca.gov/files/AB%201955%20SAFETY%20Act%20FAQs%20UPDATED%20%28002%29%20__0.pdf\">can be safe confidants\u003c/a> for LGBTQ+ students if their relatives are not — can still provide support and resources to trans students. Lala-Chávez said it was important for students to have strong relationships with adults and educators that they feel comfortable with, especially if the students feel like they are at risk at home. Such adults could include a counselor or a trusted teacher.\u003c/p>\n\u003cp>KQED also has\u003ca href=\"https://www.kqed.org/news/12014337/what-can-trans-folks-do-to-prepare-for-another-trump-administration\"> a guide for trans people\u003c/a> on how to prepare for the upcoming administration, which includes resources, organizations and hotlines they can reach out to. When reaching out to one of these organizations by phone or online, make sure you are in a private part of your house — or someone outside, where you are physically safe.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.sfcenter.org/program/resources/\">SF LGBT Center\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.posimages.org/support\">Positive Images Santa Rosa\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.sf.gov/get-transgender-community-services?_gl=1*1cgn943*_ga*MjI1MTYwNTY4LjE3MzA0MDEzMzI.*_ga_BT9NDE0NFC*MTczMTU0OTQ4OS4zLjAuMTczMTU0OTQ4OS4wLjAuMA..*_ga_63SCS846YP*MTczMTU0OTQ4OS4zLjAuMTczMTU0OTQ4OS4wLjAuMA..\">San Francisco’s Office of Transgender Initiatives\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.transgenderdistrictsf.com/\">San Francisco Transgender District\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://lyon-martin.org/\">Lyon-Martin Community Health Services\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.oaklandlgbtqcenter.org/transgender-support\">Oakland LGBTQ Center\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://transgenderlawcenter.org/resources/\">Transgender Law Center\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://lyric.org/\">Lyric Center for LGBTQQ+ Youth\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://prevention.ucsf.edu/transguide\">UCSF’s Center of Excellence for Transgender Health\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://transfamilysos.org/\">TransFamily Support Services\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.thetrevorproject.org/get-help/\">The Trevor Project\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://translifeline.org/\">Trans Lifeline\u003c/a>\u003c/li>\n\u003cli>988 Suicide and Crisis Lifeline\u003c/li>\n\u003c/ul>\n\u003cp>In some circumstances — especially when it comes to physical safety — young people may need to look up shelters and mental health clinics and be familiar with their rights in these spaces. Lala-Chávez said if you are feeling physically unsafe, some young people may consider calling \u003ca href=\"https://www.cdss.ca.gov/reporting/report-abuse/child-protective-services\">Child Protective Services\u003c/a> or the \u003ca href=\"https://www.1800runaway.org/\">National Runaway Safeline\u003c/a>.[aside label=\"Related Stories\" postID=\"news_12019618,news_12015590,news_12016463\"]Lala-Chávez also emphasized thinking and talking out your feelings, and “find[ing] your own community, whether it’s other members of your family, other neighbors or family members.”\u003c/p>\n\u003cp>They also recommended “journaling, prioritizing your emotional well-being by things that you love to do, whether it’s sports or arts or various things like that.”\u003c/p>\n\u003cp>However, Lala-Chávez affirmed that organizations and groups like theirs are “going to try and do whatever we can to protect you and to ensure that you continue to be a child and learn” — especially in times where anti-trans rhetoric and legislation is rising.\u003c/p>\n\u003cp>“It’s not going to be easy. But we’ve also been through things like this and we look at our history, we’ve also been very resilient and thoughtful as communities,” they said.\u003c/p>\n\u003cp>However, they also encouraged young people to use their voice and “your power to move the needle in whatever way you can, and seek support from other adults that are here to fight for you.”\u003c/p>\n\u003cp>\u003cem>This story contains reporting from KQED’s Juan Carlos Lara.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>Update, 1:20 p.m. February 4:\u003c/strong> Since his Jan. 20 inauguration, President Donald Trump has signed several executive orders that target the rights of transgender youth. Among them include \u003ca href=\"https://www.pbs.org/newshour/politics/6-ways-trumps-executive-orders-are-targeting-transgender-people\">halting the use of federal money to fund gender-affirming services for trans people\u003c/a> under 19 years old, and withholding federal funds from schools that assist students in \u003ca href=\"https://library.nshealth.ca/TransGenderDiverse/SocialTransition\">socially transitioning\u003c/a>.\u003c/p>\n\u003cp>In a Jan. 31 press conference, California State Senator Scott Wiener announced \u003ca href=\"https://www.kqed.org/news/12025068/sf-leaders-vow-to-protect-transgender-students-after-latest-trump-threat-to-withhold-funding\">San Francisco’s intention to expand on state protections for transgender residents\u003c/a> in response to Trump’s executive orders.\u003c/p>\n\u003cp>“In 2022, I authored \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202120220SB107\">Senate Bill 107\u003c/a> to basically create a sanctuary state or a shield for trans folks and their families and their medical providers who are being criminalized,” said Wiener. “We are actively looking at how to strengthen and expand that law to protect folks.”\u003c/p>\n\u003cp>“The federal government is very powerful, but we’re going to do whatever we can,” he said. “But California has a lot of power, too.”\u003c/p>\n\u003cp>\u003cem>Original story continues:\u003c/em>\u003c/p>\n\u003cp>Until now, \u003ca href=\"https://calmatters.org/education/k-12-education/2023/08/culture-wars/\">some California school boards\u003c/a> have \u003ca href=\"https://calmatters.org/education/k-12-education/2023/08/culture-wars/\">enacted policies\u003c/a> that required teachers to notify families if a child identifies as transgender, nonbinary, or if the student wishes to go by another name in class.\u003c/p>\n\u003cp>However, as of Jan. 1, a new state law bans schools from enacting these policies — meaning that teachers can no longer be required to inform families that their student identifies as a gender or pronoun other than what’s on their school records. This law, however, does not apply to private schools.\u003c/p>\n\u003cp>LGBTQ+ advocates stress that schools are crucial environments for young people to have\u003ca href=\"https://www.aclu.org/news/lgbtq-rights/trans-students-should-be-treated-with-dignity-not-outed-by-their-schools\"> the freedom to explore their identity\u003c/a> — and describe the rules that alert parents about gender or name changes as “\u003ca href=\"https://lgbtqcaucus.legislature.ca.gov/sites/lgbtqcaucus.legislature.ca.gov/files/AB%201955%20SAFETY%20Act%20FAQs%20UPDATED%20%28002%29%20__0.pdf\">forced outing policies\u003c/a>.” The state’s \u003ca href=\"https://lgbtqcaucus.legislature.ca.gov/sites/lgbtqcaucus.legislature.ca.gov/files/AB%201955%20SAFETY%20Act%20FAQs%20UPDATED%20%28002%29%20__0.pdf\">LGBTQ+ caucus\u003c/a> argues that \u003ca href=\"https://www.aclusocal.org/en/know-your-rights/lgbtq-student-rights-k-12-california-public-schools\">the policies are\u003c/a> “enacted without regard for whether doing so would likely threaten and/or harm the safety of the child,” especially when students live in a home that is unaccepting of their identity.\u003c/p>\n\u003cp>With this new law, “the state of California is trying to ensure [students’] safety,” said Gael Isaiah Lala-Chávez, the executive director of San Francisco LGBTQQ+ organization\u003ca href=\"https://lyric.org/\"> LYRIC\u003c/a>. ‘’They’re giving them their control to be able to share at their own leisure — when they are ready with their families and their loved ones — and not feel like they are at risk of being outed.”\u003c/p>\n\u003cp>If you are a trans or questioning young person who wants to know more about your new rights and privacy as a student in California, read on to see what advocates like Lala-Chávez say about the bill — and what resources are available to you.\u003c/p>\n\u003cp>\u003cstrong>Jump straight to:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"#A\">What does the bill do?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"#B\">Why is this law coming into effect?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"#C\">What if I think my rights are being violated?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"#D\">What should I do if I still feel unsafe? Where can I find support?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch2>\u003ca id=\"A\">\u003c/a>What does the bill do?\u003c/h2>\n\u003cp>According to the \u003ca href=\"https://www.aclusocal.org/en/know-your-rights/lgbtq-student-rights-k-12-california-public-schools\">American Civil Liberties Union of Southern California\u003c/a>, the California Education Code gives K–12 public school students the right to be out — that is, “open about your identity and to be yourself at school” — and to be referred to by their preferred pronouns.\u003c/p>\n\u003cp>The new law, \u003ca href=\"https://casetext.com/statute/california-codes/california-education-code/title-1-general-education-code-provisions/division-1-general-education-code-provisions/part-1-general-provisions/chapter-2-educational-equity/article-3-prohibition-of-discrimination/section-2203-effective-112025-employees-shall-not-disclose-pupils-sexual-orientation-gender-identity-or-gender-expression#:~:text=2024%20Legislative%20Session-,Section%20220.3%20%2D%20%5BEffective%201%2F1%2F2025%5D%20Employees,be%20required%20to%20disclose%20any\">Assembly Bill 1955,\u003c/a> takes an extra step, prohibiting\u003ca href=\"https://www.cde.ca.gov/nr/ne/yr24/yr24rel37.asp\"> K–12 school officials\u003c/a> from putting a rule in place that would “require an employee or a contractor to disclose any information related to a pupil’s sexual orientation, gender identity, or gender expression to any other person” without the student’s consent.\u003c/p>\n\u003cp>“Teachers can still talk to their parents,” Gov. Gavin Newsom said at \u003ca href=\"https://calmatters.org/education/higher-education/2024/12/job-training/\">a December press conference\u003c/a>. “What [a school] can’t do is fire a teacher for not being a snitch. I don’t think teachers should be gender police.”\u003c/p>\n\u003cp>The law bans \u003ca href=\"https://digitaldemocracy.calmatters.org/bills/ca_202320240ab1955\">any of the following educational bodies\u003c/a> in California from making or enacting these policies:\u003c/p>\n\u003cul>\n\u003cli>School districts.\u003c/li>\n\u003cli>County offices of education.\u003c/li>\n\u003cli>Charter schools.\u003c/li>\n\u003cli>State special schools.\u003c/li>\n\u003cli>Members of the governing board or body of those educational entities.\u003c/li>\n\u003c/ul>\n\u003cp>This means that this bill does not apply to private schools.\u003c/p>\n\u003cp>The law provides a layer of protection that organizers like Lala-Chávez say trans students need, especially \u003ca href=\"https://19thnews.org/2024/08/project-2025-anti-trans-policies-impact-families/\">in the face of the incoming administration\u003c/a>. President-elect Donald Trump has already promised to remove Medicare and Medicaid funding from hospitals that provide gender transition treatment to minors, and Project 2025 — \u003ca href=\"https://www.kqed.org/news/11998288/what-is-project-2025-donald-trump-heritage-foundation-director-steps-down\">the detailed policy agenda for the next Republican presidency authored and supported by Trump allies\u003c/a>, former and current Trump staffers and Vice President-elect JD Vance — proposes \u003ca href=\"https://www.axios.com/2024/11/07/project-2025-lgbtq-rights\">rolling back regulations that ban discrimination based on gender identity, sexual orientation and trans status\u003c/a>.\u003c/p>\n\u003cp>Since the results of the elections, Gov. Gavin Newsom and state Attorney General Rob Bonta have\u003ca href=\"https://www.kqed.org/news/12013395/newsom-calls-special-session-prepare-california-legal-fight-against-trump\"> positioned themselves as legal opponents\u003c/a> to Donald Trump’s incoming presidency, to “\u003ca href=\"https://www.kqed.org/news/12013395/newsom-calls-special-session-prepare-california-legal-fight-against-trump\">protect California values\u003c/a>.” “Right now, I’d say we are to some degree grateful that we are in California,” said Lala-Chávez. “I’m hoping that withholds a lot of the challenges that we’re going to be facing in the next couple of years.”\u003c/p>\n\u003cp>The ACLU SoCal has \u003ca href=\"https://www.aclusocal.org/en/know-your-rights/lgbtq-student-rights-k-12-california-public-schools\">a thorough guide about your rights as a public school student\u003c/a>, including if you have the right to start an LGBTQ+ advocacy group in school or how you can officially change your pronouns in class.\u003c/p>\n\u003ch2>\u003ca id=\"B\">\u003c/a>Why is this law coming into effect?\u003c/h2>\n\u003cp>Gov. Gavin Newsom signed Assembly Bill 1955 at a time when \u003ca href=\"https://translegislation.com/\">anti-trans legislation\u003c/a> continues to rise around the United States. Despite \u003ca href=\"https://www.aclu.org/legislative-attacks-on-lgbtq-rights-2024\">its reputation as being friendlier to LGBTQ+ communities\u003c/a> than other states, California has not been immune to such measures, with cities like \u003ca href=\"https://oag.ca.gov/system/files/attachments/press-docs/082723.Complaint.pdf\">Chino enacting name-change policies\u003c/a> or \u003ca href=\"https://www.kqed.org/news/12016463/how-anti-trans-politics-loomed-over-san-jose-states-volleyball-season\">a pending lawsuit at San José State University\u003c/a> over trans women participating in sports.\u003c/p>\n\u003cp>A 2024 study by the Trevor Project found that in following years, where some states passed anti-trans laws aimed at minors, \u003ca href=\"https://www.kqed.org/news/12006633/more-trans-teens-attempted-suicide-after-states-passed-anti-trans-laws-study-shows\">suicides increased as much as 72%\u003c/a> among transgender and gender nonconforming teenagers.\u003c/p>\n\u003ch2>\u003ca id=\"C\">\u003c/a>What if I think my rights are being violated?\u003c/h2>\n\u003cp>In addition to prohibiting schools from requiring teachers to notify parents of their child’s gender identity or name preferences, the bill will also require schools to develop and update school resources for LGBTQ+ students — such as ways to contact national and local queer organizations, trained counselors or social workers.\u003c/p>\n\u003cp>However, if a student still thinks that their rights are potentially being violated — for example, if they feel they are at risk of being outed against their will — Lala-Chávez said students should notify school leadership. They also suggested that advocacy organizations like\u003ca href=\"https://www.eqca.org/\"> Equality California\u003c/a> may be able to help in such situations, if a student reaches out directly.\u003c/p>\n\u003cp>Young people also “definitely have every right and opportunity” to contact their elected officials, Lala-Chávez added. KQED has\u003ca href=\"https://www.kqed.org/news/11967439/how-can-i-call-my-representative-a-step-by-step-guide-to-the-process\"> a step-by-step guide\u003c/a> on how to contact your representative.\u003c/p>\n\u003cp>Students can also submit concerns and complaints to the\u003ca href=\"https://www.cde.ca.gov/re/cp/\"> California State Education Department\u003c/a> — which\u003ca href=\"https://www.cde.ca.gov/re/cp/uc/\"> can be anonymous\u003c/a>.\u003c/p>\n\u003ch2>\u003ca id=\"D\">\u003c/a>What should I do if I still feel unsafe? Where can I find support?\u003c/h2>\n\u003cp>The bill bans schools from forcing teachers to notify parents if their child identifies as transgender. But teachers — who sometimes \u003ca href=\"https://lgbtqcaucus.legislature.ca.gov/sites/lgbtqcaucus.legislature.ca.gov/files/AB%201955%20SAFETY%20Act%20FAQs%20UPDATED%20%28002%29%20__0.pdf\">can be safe confidants\u003c/a> for LGBTQ+ students if their relatives are not — can still provide support and resources to trans students. Lala-Chávez said it was important for students to have strong relationships with adults and educators that they feel comfortable with, especially if the students feel like they are at risk at home. Such adults could include a counselor or a trusted teacher.\u003c/p>\n\u003cp>KQED also has\u003ca href=\"https://www.kqed.org/news/12014337/what-can-trans-folks-do-to-prepare-for-another-trump-administration\"> a guide for trans people\u003c/a> on how to prepare for the upcoming administration, which includes resources, organizations and hotlines they can reach out to. When reaching out to one of these organizations by phone or online, make sure you are in a private part of your house — or someone outside, where you are physically safe.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.sfcenter.org/program/resources/\">SF LGBT Center\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.posimages.org/support\">Positive Images Santa Rosa\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.sf.gov/get-transgender-community-services?_gl=1*1cgn943*_ga*MjI1MTYwNTY4LjE3MzA0MDEzMzI.*_ga_BT9NDE0NFC*MTczMTU0OTQ4OS4zLjAuMTczMTU0OTQ4OS4wLjAuMA..*_ga_63SCS846YP*MTczMTU0OTQ4OS4zLjAuMTczMTU0OTQ4OS4wLjAuMA..\">San Francisco’s Office of Transgender Initiatives\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.transgenderdistrictsf.com/\">San Francisco Transgender District\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://lyon-martin.org/\">Lyon-Martin Community Health Services\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.oaklandlgbtqcenter.org/transgender-support\">Oakland LGBTQ Center\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://transgenderlawcenter.org/resources/\">Transgender Law Center\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://lyric.org/\">Lyric Center for LGBTQQ+ Youth\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://prevention.ucsf.edu/transguide\">UCSF’s Center of Excellence for Transgender Health\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://transfamilysos.org/\">TransFamily Support Services\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.thetrevorproject.org/get-help/\">The Trevor Project\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://translifeline.org/\">Trans Lifeline\u003c/a>\u003c/li>\n\u003cli>988 Suicide and Crisis Lifeline\u003c/li>\n\u003c/ul>\n\u003cp>In some circumstances — especially when it comes to physical safety — young people may need to look up shelters and mental health clinics and be familiar with their rights in these spaces. Lala-Chávez said if you are feeling physically unsafe, some young people may consider calling \u003ca href=\"https://www.cdss.ca.gov/reporting/report-abuse/child-protective-services\">Child Protective Services\u003c/a> or the \u003ca href=\"https://www.1800runaway.org/\">National Runaway Safeline\u003c/a>.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Lala-Chávez also emphasized thinking and talking out your feelings, and “find[ing] your own community, whether it’s other members of your family, other neighbors or family members.”\u003c/p>\n\u003cp>They also recommended “journaling, prioritizing your emotional well-being by things that you love to do, whether it’s sports or arts or various things like that.”\u003c/p>\n\u003cp>However, Lala-Chávez affirmed that organizations and groups like theirs are “going to try and do whatever we can to protect you and to ensure that you continue to be a child and learn” — especially in times where anti-trans rhetoric and legislation is rising.\u003c/p>\n\u003cp>“It’s not going to be easy. But we’ve also been through things like this and we look at our history, we’ve also been very resilient and thoughtful as communities,” they said.\u003c/p>\n\u003cp>However, they also encouraged young people to use their voice and “your power to move the needle in whatever way you can, and seek support from other adults that are here to fight for you.”\u003c/p>\n\u003cp>\u003cem>This story contains reporting from KQED’s Juan Carlos Lara.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>In the first months of the first Trump administration in 2017, a father in Los Angeles was detained by Immigration and Customs Enforcement (ICE) after dropping his 12-year-old daughter off at school.\u003c/p>\n\u003cp>The ripple effect was immediate.\u003c/p>\n\u003cp>“Right away there was a drop in attendance in L.A. schools because parents were thinking, ‘Oh, if I drop off my kids, ICE is going to pick me up,’” said Ana Mendoza, senior staff attorney at ACLU of Southern California and director of the organization’s \u003ca href=\"https://www.myschoolmyrights.com/\">Education Equity Project\u003c/a>. “The need for safety and sanctuary policies became really salient because students weren’t going to schools or families were tentative about their participation in schools.”\u003c/p>\n\u003cp>In the wake of this year’s presidential election, there is again widespread uncertainty among immigrant families in California about what is to come, given President-elect Donald Trump’s promises of mass deportation.\u003c/p>\n\u003cp>State Attorney General Rob Bonta recently released updated guidelines and model policies about what K-12 schools, colleges and universities can and cannot do under state and federal law, regarding keeping immigrant students and families’ data private, when to allow an immigration enforcement officer on campus, how to respond to the detention or deportation of a student’s family member, and how to respond to bullying or harassment of a student based on immigration status.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The original guidelines and policies were released in 2018 by then-Attorney General Xavier Becerra, after California passed \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201720180AB699\">Assembly Bill 699\u003c/a>, requiring schools to pass policies that limited collaboration with immigration enforcement. Bonta is now asking schools to update their policies.\u003c/p>\n\u003cp>“School districts should be examining what their board policies are and to make sure they’re updated and take any measures to make sure that families feel safe,” Mendoza said.\u003c/p>\n\u003cp>An estimated \u003ca href=\"https://www.nccp.org/immigration/?state=CA\">1 in 10\u003c/a>, or 1 million, children in California have at least one undocumented parent. And about \u003ca href=\"https://www.migrationpolicy.org/data/unauthorized-immigrant-population/state/CA\">133,000\u003c/a> children in California public schools are undocumented themselves, according to the Migration Policy Institute.\u003c/p>\n\u003cp>In California’s colleges and universities, an estimated 86,800 students are undocumented, and about 6,800 employees in TK-12 schools, colleges and universities have temporary work permits and protection from deportation under Deferred Action for Childhood Arrivals, or DACA, according to the \u003ca href=\"https://www.higheredimmigrationportal.org/state/california/\">Higher Ed Immigration Portal\u003c/a>.\u003c/p>\n\u003cp>“Undocumented students and faculty and staff are afraid for their safety, and this will impact their retention and enrollment in higher education if they’re not feeling safe or they’re feeling targeted,” said Luz Bertadillo, director of campus engagement for the Presidents’ Alliance for Higher Education and Immigration, a national organization of college and university leaders. “For campuses to have a strong stance on what they’re doing to support undocumented students is important, or at least letting their students know they’re thinking about them and they’re taking action. Even though they cannot guarantee their safety, at least they’re taking those initiatives to safeguard.”\u003c/p>\n\u003cp>What rights do immigrant students and family members have at school and college, regardless of their immigration status?\u003c/p>\n\u003ch2>The right to attend public school\u003c/h2>\n\u003cp>All children present in the United States, regardless of immigration status, have a right to attend public school. In 1982, the Supreme Court ruled in the case Plyler v. Doe that states cannot deny students a free, public education based on their immigration status or their parents or guardians’ immigration status. Some states — including California in 1994 with Proposition 187 — and school districts have since attempted to pass laws that would either deny enrollment to students who did not have valid immigration status or report their status to authorities, but all these laws have been struck down by courts.\u003c/p>\n\u003cp>California schools are not allowed to request or collect information about Social Security numbers, immigration status or U.S. citizenship when enrolling students. Students and parents do not have to answer questions from schools about their immigration status, citizenship or whether they have a Social Security number.\u003c/p>\n\u003cp>“This often comes up in requests for student documents,” Mendoza said. “I had an intake once where a parent gave a passport during enrollment, and the front office person was asking the parent for a visa. No. The school has no right to ask for documents about your citizenship or immigration status.”\u003c/p>\n\u003cp>Schools can ask for some information like a student’s place of birth, when they first came to the U.S. or attended school in the U.S., in order to determine whether a student is eligible for special federal or state programs for recently arrived immigrant students or English learners. However, parents are not required to give schools this information, and schools cannot use this information to prevent children from enrolling in school. The Office of the Attorney General suggests that schools should collect this information separately from enrolling students.\u003c/p>\n\u003ch2>Privacy of school records\u003c/h2>\n\u003cp>The federal Family Educational Rights and Privacy Act, or FERPA, restricts schools from sharing students’ personal information in most cases with other agencies or organizations, including federal immigration authorities. The law requires that schools get a parent or guardian’s consent before releasing any student information to another agency or organization, or if the student is 18 or older, schools must get consent from the student.\u003c/p>\n\u003cp>However, in some cases, schools may be required to provide information without consent in response to a court order or judicial subpoena.\u003c/p>\n\u003cp>Colleges are also restricted from sharing information except in certain cases. Bertadillo said her organization recommends that college leaders have conversations with all the different departments that might manage information about students’ or families’ immigration status, such as information technology, admissions, registrar, and financial aid, to review their practices for storing or sharing the data.\u003c/p>\n\u003cp>“We hear some campuses have citizenship status on their transcripts and those transcripts get sent to graduate schools, to jobs, and that’s essentially outing students,” Bertadillo said.\u003c/p>\n\u003cp>She said it’s important for colleges and schools to pass or revisit procedures about what to do if immigration officials ask for data or attempt to enter a campus.\u003c/p>\n\u003cp>“A lot of institutions created them back in Trump 1.0. We’re recommending they reaffirm or revisit them, so that the campus knows that this is in place,” Bertadillo said.\u003c/p>\n\u003ch2>Safe haven at school\u003c/h2>\n\u003cp>The Department of Homeland Security has designated schools and colleges \u003ca href=\"https://www.dhs.gov/guidelines-enforcement-actions-or-near-protected-areas\">as protected areas\u003c/a> where immigration enforcement should be avoided as much as possible. President-elect Trump has said he may rescind this policy.\u003c/p>\n\u003cp>In the event that ICE officers do enter schools or ask to question students, the attorney general’s guidelines say school staff should ask officers for a judicial warrant. Without a judicial warrant, school staff are not required to give an ICE officer permission to enter the school or conduct a search, or to provide information or records about a student or family, the guidelines say.\u003c/p>\n\u003cp>A \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202520260SB48\">bill introduced\u003c/a> by state Sen. Lena Gonzalez, D-Long Beach, and State Superintendent of Public Instruction Tony Thurmond would establish a “safe zone” of 1 mile around schools and prohibit schools from allowing ICE to enter a campus or share information without a judicial warrant.\u003c/p>\n\u003cp>Under California law, schools must notify parents or guardians if they release a student to a law-enforcement officer, except in cases of suspected child abuse or neglect.\u003c/p>\n\u003cp>California law does not require schools to notify parents or guardians before law enforcement officers question a child at school, but it does not prohibit schools from notifying them either. California’s attorney general suggests that school districts and charter schools should create policies that require notification of parents or guardians before a law enforcement officer questions or removes a student, unless that officer has a judicial warrant or court order.\u003c/p>\n\u003cp>In addition, the attorney general says if a police officer or immigration agent tries to enter a school or talk to a student for purposes of immigration enforcement, the superintendent or principal should e-mail the Bureau of Children’s Justice in the California Department of Justice.\u003c/p>\n\u003cp>“Schools should retrain their staff on their visitor management policies, to make sure everyone who comes onto campus, including law enforcement, is questioned about what their purpose is, and that school staff is trained on what to do if law enforcement asks to see information about students or staff,” said Mendoza.\u003c/p>\n\u003cp>Support from school if a family member is detained or deported\u003cbr>\nIf a student reports that their parents or guardians were detained or deported, California law requires that the school must follow parents’ instructions about whom to contact in an emergency. The attorney general’s guidance says “schools should not contact Child Protective Services unless the school is unsuccessful in arranging for the care of the child through the emergency contact information.”\u003c/p>\n\u003cp>The guidance also suggests that schools should help students and family members contact legal assistance, their consulate, and help them locate their detained family members through \u003ca href=\"https://locator.ice.gov/odls/#/search\">ICE’s detainee locator system\u003c/a>.\u003c/p>\n\u003cp>Mendoza said it is important to note that if a student’s parents are detained or deported, and as a result they have to go live with another family member, at that point, they are eligible for support for homeless students under the federal McKinney-Vento Act.\u003c/p>\n\u003ch2>Protection from discrimination and harassment\u003c/h2>\n\u003cp>Federal law prohibits discrimination and harassment based on race, national origin, color, sex, age, disability and religion. California’s law AB 699 also made immigration status a protected characteristic, meaning that schools are required to have policies that prohibit discrimination, harassment and bullying based on immigration status.\u003c/p>\n\u003cp>Mendoza said it’s important for families and students who experience bullying or harassment to know they can submit complaints through their schools or to different agencies in California. “There are advocates out there willing to support them if their schools do not act in accordance with best practices or with the law,” Mendoza said.\u003c/p>\n\u003ch2>\u003cstrong>Free lunch, subsidized child care and special education\u003c/strong>\u003c/h2>\n\u003cp>In California, all students have a right to a free school lunch, since the 2022-23 school year. In addition, some students whose families are considered low-income qualify for subsidized child care, either all day for infants and preschoolers, or after school for school-age children. Students with disabilities have a right to special education to meet their needs, under federal law.\u003c/p>\n\u003cp>Immigrant families are often afraid to apply for public services because they are worried this will count against them when applying for permanent residency. This is largely due to the “public charge” test, which immigration officers use to determine whether green-card applicants are likely to depend on public benefits.\u003c/p>\n\u003cp>Currently, immigration officers can only consider whether applicants have used cash assistance for income, like SSI or CalWORKs, or long-term institutionalized care paid for by public insurance, such as Medi-Cal. They do not consider school lunch, child care or food stamps. And officers are not allowed to look at whether applicants’ family members, like U.S. citizen children, use public benefits. During the first Trump administration, the president changed this policy to include family members and some other benefits. It is unclear whether he may attempt to change this again in the future. However, even under the changes during his first term, school lunch and child care were not included.\u003c/p>\n\u003ch2>\u003cstrong>In-state tuition and scholarships for college\u003c/strong>\u003c/h2>\n\u003cp>Under the \u003ca href=\"https://dream.csac.ca.gov/\">California Dream Act\u003c/a>, undocumented students qualify for in-state tuition and state financial aid at California colleges and universities if they attended high school for three or more years or attained credits at community college or adult school and graduated from high school or attained an associate degree or finished minimum transfer requirements at a California community college. The number of students applying for the California Dream Act has \u003ca href=\"https://edsource.org/2024/study-finds-drop-in-csu-uc-enrollment-of-low-income-undocumented-students/719344\">plummeted\u003c/a> in recent years.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2025/what-rights-do-immigrant-students-and-families-have-in-california-schools-and-colleges-quick-guide/724175\">\u003cem>This story was originally published by EdSource.\u003c/em>\u003c/a>\u003c/p>\n\n",
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"excerpt": "In the wake of this year’s presidential election, there is again widespread uncertainty among undocumented families in California about what’s to come, given President-elect Donald Trump’s promises of mass deportation. Here are some of the rights guaranteed to students, regardless of immigration status.",
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"title": "Guide: What Are the Rights of Undocumented Students in California Schools? | KQED",
"description": "In the wake of this year’s presidential election, there is again widespread uncertainty among undocumented families in California about what’s to come, given President-elect Donald Trump’s promises of mass deportation. Here are some of the rights guaranteed to students, regardless of immigration status.",
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"headline": "Guide: What Are the Rights of Undocumented Students in California Schools?",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In the first months of the first Trump administration in 2017, a father in Los Angeles was detained by Immigration and Customs Enforcement (ICE) after dropping his 12-year-old daughter off at school.\u003c/p>\n\u003cp>The ripple effect was immediate.\u003c/p>\n\u003cp>“Right away there was a drop in attendance in L.A. schools because parents were thinking, ‘Oh, if I drop off my kids, ICE is going to pick me up,’” said Ana Mendoza, senior staff attorney at ACLU of Southern California and director of the organization’s \u003ca href=\"https://www.myschoolmyrights.com/\">Education Equity Project\u003c/a>. “The need for safety and sanctuary policies became really salient because students weren’t going to schools or families were tentative about their participation in schools.”\u003c/p>\n\u003cp>In the wake of this year’s presidential election, there is again widespread uncertainty among immigrant families in California about what is to come, given President-elect Donald Trump’s promises of mass deportation.\u003c/p>\n\u003cp>State Attorney General Rob Bonta recently released updated guidelines and model policies about what K-12 schools, colleges and universities can and cannot do under state and federal law, regarding keeping immigrant students and families’ data private, when to allow an immigration enforcement officer on campus, how to respond to the detention or deportation of a student’s family member, and how to respond to bullying or harassment of a student based on immigration status.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The original guidelines and policies were released in 2018 by then-Attorney General Xavier Becerra, after California passed \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201720180AB699\">Assembly Bill 699\u003c/a>, requiring schools to pass policies that limited collaboration with immigration enforcement. Bonta is now asking schools to update their policies.\u003c/p>\n\u003cp>“School districts should be examining what their board policies are and to make sure they’re updated and take any measures to make sure that families feel safe,” Mendoza said.\u003c/p>\n\u003cp>An estimated \u003ca href=\"https://www.nccp.org/immigration/?state=CA\">1 in 10\u003c/a>, or 1 million, children in California have at least one undocumented parent. And about \u003ca href=\"https://www.migrationpolicy.org/data/unauthorized-immigrant-population/state/CA\">133,000\u003c/a> children in California public schools are undocumented themselves, according to the Migration Policy Institute.\u003c/p>\n\u003cp>In California’s colleges and universities, an estimated 86,800 students are undocumented, and about 6,800 employees in TK-12 schools, colleges and universities have temporary work permits and protection from deportation under Deferred Action for Childhood Arrivals, or DACA, according to the \u003ca href=\"https://www.higheredimmigrationportal.org/state/california/\">Higher Ed Immigration Portal\u003c/a>.\u003c/p>\n\u003cp>“Undocumented students and faculty and staff are afraid for their safety, and this will impact their retention and enrollment in higher education if they’re not feeling safe or they’re feeling targeted,” said Luz Bertadillo, director of campus engagement for the Presidents’ Alliance for Higher Education and Immigration, a national organization of college and university leaders. “For campuses to have a strong stance on what they’re doing to support undocumented students is important, or at least letting their students know they’re thinking about them and they’re taking action. Even though they cannot guarantee their safety, at least they’re taking those initiatives to safeguard.”\u003c/p>\n\u003cp>What rights do immigrant students and family members have at school and college, regardless of their immigration status?\u003c/p>\n\u003ch2>The right to attend public school\u003c/h2>\n\u003cp>All children present in the United States, regardless of immigration status, have a right to attend public school. In 1982, the Supreme Court ruled in the case Plyler v. Doe that states cannot deny students a free, public education based on their immigration status or their parents or guardians’ immigration status. Some states — including California in 1994 with Proposition 187 — and school districts have since attempted to pass laws that would either deny enrollment to students who did not have valid immigration status or report their status to authorities, but all these laws have been struck down by courts.\u003c/p>\n\u003cp>California schools are not allowed to request or collect information about Social Security numbers, immigration status or U.S. citizenship when enrolling students. Students and parents do not have to answer questions from schools about their immigration status, citizenship or whether they have a Social Security number.\u003c/p>\n\u003cp>“This often comes up in requests for student documents,” Mendoza said. “I had an intake once where a parent gave a passport during enrollment, and the front office person was asking the parent for a visa. No. The school has no right to ask for documents about your citizenship or immigration status.”\u003c/p>\n\u003cp>Schools can ask for some information like a student’s place of birth, when they first came to the U.S. or attended school in the U.S., in order to determine whether a student is eligible for special federal or state programs for recently arrived immigrant students or English learners. However, parents are not required to give schools this information, and schools cannot use this information to prevent children from enrolling in school. The Office of the Attorney General suggests that schools should collect this information separately from enrolling students.\u003c/p>\n\u003ch2>Privacy of school records\u003c/h2>\n\u003cp>The federal Family Educational Rights and Privacy Act, or FERPA, restricts schools from sharing students’ personal information in most cases with other agencies or organizations, including federal immigration authorities. The law requires that schools get a parent or guardian’s consent before releasing any student information to another agency or organization, or if the student is 18 or older, schools must get consent from the student.\u003c/p>\n\u003cp>However, in some cases, schools may be required to provide information without consent in response to a court order or judicial subpoena.\u003c/p>\n\u003cp>Colleges are also restricted from sharing information except in certain cases. Bertadillo said her organization recommends that college leaders have conversations with all the different departments that might manage information about students’ or families’ immigration status, such as information technology, admissions, registrar, and financial aid, to review their practices for storing or sharing the data.\u003c/p>\n\u003cp>“We hear some campuses have citizenship status on their transcripts and those transcripts get sent to graduate schools, to jobs, and that’s essentially outing students,” Bertadillo said.\u003c/p>\n\u003cp>She said it’s important for colleges and schools to pass or revisit procedures about what to do if immigration officials ask for data or attempt to enter a campus.\u003c/p>\n\u003cp>“A lot of institutions created them back in Trump 1.0. We’re recommending they reaffirm or revisit them, so that the campus knows that this is in place,” Bertadillo said.\u003c/p>\n\u003ch2>Safe haven at school\u003c/h2>\n\u003cp>The Department of Homeland Security has designated schools and colleges \u003ca href=\"https://www.dhs.gov/guidelines-enforcement-actions-or-near-protected-areas\">as protected areas\u003c/a> where immigration enforcement should be avoided as much as possible. President-elect Trump has said he may rescind this policy.\u003c/p>\n\u003cp>In the event that ICE officers do enter schools or ask to question students, the attorney general’s guidelines say school staff should ask officers for a judicial warrant. Without a judicial warrant, school staff are not required to give an ICE officer permission to enter the school or conduct a search, or to provide information or records about a student or family, the guidelines say.\u003c/p>\n\u003cp>A \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202520260SB48\">bill introduced\u003c/a> by state Sen. Lena Gonzalez, D-Long Beach, and State Superintendent of Public Instruction Tony Thurmond would establish a “safe zone” of 1 mile around schools and prohibit schools from allowing ICE to enter a campus or share information without a judicial warrant.\u003c/p>\n\u003cp>Under California law, schools must notify parents or guardians if they release a student to a law-enforcement officer, except in cases of suspected child abuse or neglect.\u003c/p>\n\u003cp>California law does not require schools to notify parents or guardians before law enforcement officers question a child at school, but it does not prohibit schools from notifying them either. California’s attorney general suggests that school districts and charter schools should create policies that require notification of parents or guardians before a law enforcement officer questions or removes a student, unless that officer has a judicial warrant or court order.\u003c/p>\n\u003cp>In addition, the attorney general says if a police officer or immigration agent tries to enter a school or talk to a student for purposes of immigration enforcement, the superintendent or principal should e-mail the Bureau of Children’s Justice in the California Department of Justice.\u003c/p>\n\u003cp>“Schools should retrain their staff on their visitor management policies, to make sure everyone who comes onto campus, including law enforcement, is questioned about what their purpose is, and that school staff is trained on what to do if law enforcement asks to see information about students or staff,” said Mendoza.\u003c/p>\n\u003cp>Support from school if a family member is detained or deported\u003cbr>\nIf a student reports that their parents or guardians were detained or deported, California law requires that the school must follow parents’ instructions about whom to contact in an emergency. The attorney general’s guidance says “schools should not contact Child Protective Services unless the school is unsuccessful in arranging for the care of the child through the emergency contact information.”\u003c/p>\n\u003cp>The guidance also suggests that schools should help students and family members contact legal assistance, their consulate, and help them locate their detained family members through \u003ca href=\"https://locator.ice.gov/odls/#/search\">ICE’s detainee locator system\u003c/a>.\u003c/p>\n\u003cp>Mendoza said it is important to note that if a student’s parents are detained or deported, and as a result they have to go live with another family member, at that point, they are eligible for support for homeless students under the federal McKinney-Vento Act.\u003c/p>\n\u003ch2>Protection from discrimination and harassment\u003c/h2>\n\u003cp>Federal law prohibits discrimination and harassment based on race, national origin, color, sex, age, disability and religion. California’s law AB 699 also made immigration status a protected characteristic, meaning that schools are required to have policies that prohibit discrimination, harassment and bullying based on immigration status.\u003c/p>\n\u003cp>Mendoza said it’s important for families and students who experience bullying or harassment to know they can submit complaints through their schools or to different agencies in California. “There are advocates out there willing to support them if their schools do not act in accordance with best practices or with the law,” Mendoza said.\u003c/p>\n\u003ch2>\u003cstrong>Free lunch, subsidized child care and special education\u003c/strong>\u003c/h2>\n\u003cp>In California, all students have a right to a free school lunch, since the 2022-23 school year. In addition, some students whose families are considered low-income qualify for subsidized child care, either all day for infants and preschoolers, or after school for school-age children. Students with disabilities have a right to special education to meet their needs, under federal law.\u003c/p>\n\u003cp>Immigrant families are often afraid to apply for public services because they are worried this will count against them when applying for permanent residency. This is largely due to the “public charge” test, which immigration officers use to determine whether green-card applicants are likely to depend on public benefits.\u003c/p>\n\u003cp>Currently, immigration officers can only consider whether applicants have used cash assistance for income, like SSI or CalWORKs, or long-term institutionalized care paid for by public insurance, such as Medi-Cal. They do not consider school lunch, child care or food stamps. And officers are not allowed to look at whether applicants’ family members, like U.S. citizen children, use public benefits. During the first Trump administration, the president changed this policy to include family members and some other benefits. It is unclear whether he may attempt to change this again in the future. However, even under the changes during his first term, school lunch and child care were not included.\u003c/p>\n\u003ch2>\u003cstrong>In-state tuition and scholarships for college\u003c/strong>\u003c/h2>\n\u003cp>Under the \u003ca href=\"https://dream.csac.ca.gov/\">California Dream Act\u003c/a>, undocumented students qualify for in-state tuition and state financial aid at California colleges and universities if they attended high school for three or more years or attained credits at community college or adult school and graduated from high school or attained an associate degree or finished minimum transfer requirements at a California community college. The number of students applying for the California Dream Act has \u003ca href=\"https://edsource.org/2024/study-finds-drop-in-csu-uc-enrollment-of-low-income-undocumented-students/719344\">plummeted\u003c/a> in recent years.\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/2025/what-rights-do-immigrant-students-and-families-have-in-california-schools-and-colleges-quick-guide/724175\">\u003cem>This story was originally published by EdSource.\u003c/em>\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "can-california-keep-ice-away-from-schools-lawmakers-want-to-try-as-crackdowns-loom",
"title": "Can California Keep ICE Away From Schools? Lawmakers Want to Try as Crackdowns Loom",
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"headTitle": "Can California Keep ICE Away From Schools? Lawmakers Want to Try as Crackdowns Loom | KQED",
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"content": "\u003cp>California lawmakers are proposing steps to protect K–12 students and families from mass deportations — although the real value of those proposals may be symbolic.\u003c/p>\n\u003cp>A pair of bills in the Legislature — \u003ca href=\"https://digitaldemocracy.calmatters.org/bills/ca_202520260ab49?slug=CA_202520260AB49&_gl=1*11t00sp*_gcl_au*Nzk3MzE2MDMuMTczMTAyMjU2Mg..*_ga*Mjk2NjI4MjAxLjE3MzEwMjI1NjI.*_ga_5TKXNLE5NK*MTczNTk0MDA1NS4zNi4xLjE3MzU5NDAxOTkuNjAuMC4w*_ga_DX0K9PCWYH*MTczNTk0MDA1NS4zNi4xLjE3MzU5NDAxOTkuMC4wLjA.*_ga_GNY4L81DZE*MTczNTk0MDA1NS4zNi4xLjE3MzU5NDAxOTkuMC4wLjA.\">AB 49\u003c/a> and \u003ca href=\"https://digitaldemocracy.calmatters.org/bills/ca_202520260sb48?slug=CA_202520260SB48&_gl=1*11t00sp*_gcl_au*Nzk3MzE2MDMuMTczMTAyMjU2Mg..*_ga*Mjk2NjI4MjAxLjE3MzEwMjI1NjI.*_ga_5TKXNLE5NK*MTczNTk0MDA1NS4zNi4xLjE3MzU5NDAxOTkuNjAuMC4w*_ga_DX0K9PCWYH*MTczNTk0MDA1NS4zNi4xLjE3MzU5NDAxOTkuMC4wLjA.*_ga_GNY4L81DZE*MTczNTk0MDA1NS4zNi4xLjE3MzU5NDAxOTkuMC4wLjA.\">SB 48\u003c/a> — aim to keep federal agents from detaining undocumented students or their families on or near school property without a warrant. The bills are a response to President-elect Donald Trump’s threat to deport undocumented immigrants, a move that could have major consequences for schools in California, which funds its schools based on attendance and where \u003ca href=\"https://www.fwd.us/news/k-12-undocumented-students/\">12% of students\u003c/a> have at least one undocumented parent.\u003c/p>\n\u003cp>Both bills would make it harder and more time-consuming for agents to enter schools or day care centers. But they can only delay, not stop, arrests.\u003c/p>\n\u003cp>“In no way can these bills override federal law,” said Kevin Johnson, a law professor at UC Davis. “But the bills respond to a great concern in the community that it’s not safe to take your children to school. … I can’t emphasize enough how important this is, how vulnerable undocumented immigrants feel right now.”\u003c/p>\n\u003cp>AB 49, proposed by Assemblymember Al Muratsuchi, a Democrat from Torrance, would require immigration agents to obtain written permission from the superintendent before coming onto school property. It also bars agents from being in rooms where children are present. SB 48, introduced by Sen. Lena Gonzalez, a Democrat from Long Beach, would prohibit local police from cooperating with federal agents — such as assisting in arrests or providing information about families’ immigration status — within one mile of a school. It also bars schools from sharing student and family information with federal authorities.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>School districts have also doubled down on their efforts to protect students and families. Los Angeles Unified has partnered with legal aid organizations to assist families and instructed schools not to ask students about their immigration status. San Francisco Unified \u003ca href=\"https://go.boarddocs.com/ca/sfusd/Board.nsf/goto?open&id=D2NW4T83765C\">has similar policies\u003c/a>.\u003c/p>\n\u003cp>“(San Francisco Unified) is a safe haven for all students regardless of citizenship status,” Superintendent Maria Su wrote to the community after the November election. “SFUSD restates our position that all students have the right to attend school regardless of their immigration status or that of their family members.”\u003c/p>\n\u003ch2>Schools as safe havens\u003c/h2>\n\u003cp>Schools have long been safe havens for immigrant students. Under a \u003ca href=\"https://www.oyez.org/cases/1981/80-1538\">1982 Supreme Court ruling\u003c/a>, public schools must enroll all students regardless of their immigration status and can’t charge tuition to students who aren’t legal residents. And since 2011, \u003ca href=\"https://www.ice.gov/doclib/ero-outreach/pdf/10029.2-policy.pdf\">federal guidelines\u003c/a> discourage agents from making immigration arrests at schools, hospitals, churches, courthouses and other “sensitive locations.”\u003c/p>\n\u003cp>But Trump said he plans to \u003ca href=\"https://www.nbcnews.com/investigations/trump-scrap-restriction-ice-arrests-churches-schools-rcna183688\">eliminate the “sensitive locations”\u003c/a> guidelines, and the Heritage Foundation, which published the right-leaning Project 2025 manifesto, is encouraging states to \u003ca href=\"https://www.heritage.org/education/report/the-consequences-unchecked-illegal-immigration-americas-public-schools\">charge tuition to undocumented K–12 students\u003c/a>. That could set up the possible overturn of the Supreme Court decision guaranteeing access to school for undocumented students. The foundation’s rationale is that government agencies such as schools are already overburdened and need to prioritize services for U.S. citizens.\u003c/p>\n\u003cp>“The (Biden) administration’s new version of America is nothing more than an open-border welfare state,” Lora Ries, director of the Heritage Foundation’s Border Security and Immigration Center, \u003ca href=\"https://www.heritage.org/press/heritage-releases-more-50-immigration-policies-and-principles-overhaul-us-immigration-system\">wrote\u003c/a>. “No country can sustain or survive such a vision.”\u003c/p>\n\u003cp>Muratsuchi, chair of the Assembly Education Committee, said he was inspired to author AB 49 just after the election when he listened to the concerns of immigrant students in the political science class he teaches at El Camino Community College in Torrance.\u003c/p>\n\u003cp>“It became clear there was more and more fear among my students, not only for themselves but for their families. The fear of families being torn apart is very real,” Muratuschi said. “We want to send a strong message to our immigrant students that we’re going to do everything we can to protect them.”\u003c/p>\n\u003cfigure id=\"attachment_11958277\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11958277\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/08/230815-IMMIGRATION-RALLY-AP-JC-KQED.jpg\" alt=\"People fill a plaza holding signs in front of a large ornate building.\" width=\"2000\" height=\"1397\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/08/230815-IMMIGRATION-RALLY-AP-JC-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/08/230815-IMMIGRATION-RALLY-AP-JC-KQED-800x559.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/08/230815-IMMIGRATION-RALLY-AP-JC-KQED-1020x712.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/08/230815-IMMIGRATION-RALLY-AP-JC-KQED-160x112.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/08/230815-IMMIGRATION-RALLY-AP-JC-KQED-1536x1073.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/08/230815-IMMIGRATION-RALLY-AP-JC-KQED-1920x1341.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Mercedes and Adan Meneses hold signs at a rally held by immigrant and union groups march to mark May Day and protest against President Donald Trump’s efforts to boost deportations at the San Francisco City Hall on May 1, 2017. \u003ccite>(Jeff Chiu/AP Photo)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2>‘Too scared to speak up’\u003c/h2>\n\u003cp>For most undocumented families, deportation would mean a plunging into poverty and, in many cases, violence. Nahomi, a high school senior in Fresno County whom CalMatters is identifying by her middle name because of her immigration status, described the threat of deportation as “a major worry for my family and I. Our lives could change completely in a blink of an eye.”\u003c/p>\n\u003cp>Nahomi and her parents arrived in California in 2011 from the city of Culiacan in Sinaloa, Mexico, an area plagued by \u003ca href=\"https://mx.usembassy.gov/security-alert-ongoing-violence-and-security-concerns-in-culiacan-and-mazatlan-sinaloa-mexico/#:~:text=Culiacan%2C%20the%20Mazatlan%2DCuliacan%20highway,and%20operating%20in%20Sinaloa%20state.\">widespread violence\u003c/a>. They initially planned to stay until Sinaloa became safer, but once they settled in the Central Valley, they decided the risks of returning outweighed the risk of deportation, so they stayed. Nahomi’s father works in construction, and her mother is a homemaker, raising Nahomi and her younger sister.\u003c/p>\n\u003cp>While she and her family fear deportation, Nahomi is not afraid to attend school. She said schools can help families know their rights and help children feel safe.\u003c/p>\n\u003cp>“I feel very welcomed and safe there,” she said. “It is a very diverse high school, and I just feel like any other student. … (But) a lot of these families are probably too scared to speak up about doubts they might have.”\u003c/p>\n\u003ch2>Politically unpopular?\u003c/h2>\n\u003cp>Patricia Gándara, an education professor and co-director of the Civil Rights Project at UCLA, said the risk of federal agents arresting students at schools is probably small. It’s unclear how many children in K–12 schools are undocumented, but it’s probably a relatively small number, she said. In any case, immigration enforcement that affects children almost always sparks public outcry from both parties, she said.\u003c/p>\n\u003cp>[aside tag='immigration' label='More Immigration News']\u003c/p>\n\u003cp>“Some people might say they’re anti-immigrant, but it’s another thing entirely when the family up the street, whom they’ve known for 20 years, suddenly gets deported, or your kid’s best friend gets deported,” said Gandara, who’s studied the topic extensively. “It’s politically very unpopular.”\u003c/p>\n\u003cp>Still, the proposed bills could send a powerful message that schools are safe places, she said. Immigration crackdowns can have a \u003ca href=\"https://siepr.stanford.edu/publications/policy-brief/how-strict-immigration-enforcement-harms-schoolchildren\">significant impact on student attendance\u003c/a>, a Stanford study found, which can lead to less funding for schools, particularly low-income schools that enroll large numbers of immigrant children.\u003c/p>\n\u003cp>Immigration crackdowns can also lead to an increase in bullying, anxiety and general uncertainty on campus, not just for immigrant children but for everyone, Gándara said. Teachers, in particular, experience high levels of stress when their students’ safety is endangered, she said.\u003c/p>\n\u003cp>Schools can’t rely solely on state laws to protect immigrant families, though, she added. They should partner with local nonprofits to provide legal services and other support to families who need assistance, Gándara said.\u003c/p>\n\u003cp>“Schools are one of the last places immigrant families feel safe,” she said. “But as soon as (federal agents) move into schools, they’re not so safe any more. These bills say, ‘We’re not going to sit back and let this happen. Not all of government is against you.’”\u003c/p>\n\u003ch2>California ‘one of the best places to be’\u003c/h2>\n\u003cp>Both bills are awaiting hearings in the Legislature. Tammy Lin, supervising attorney with the University of San Diego Immigration Clinic, expects California to continue to take steps to protect undocumented families, but political conflicts will be inevitable.\u003c/p>\n\u003cp>The incoming Trump administration is likely to battle California and other left-leaning states over immigration matters. Even within California, conflicts are likely to erupt between state leaders and those in more conservative regions or even between agencies in the same area. In San Diego County, for example, the Board of Supervisors ordered the sheriff’s office not to notify federal immigration officers when it releases suspected undocumented inmates from jail, but the \u003ca href=\"https://www.latimes.com/california/story/2024-12-18/san-diego-sheriff-and-county-spar-over-immigration\">sheriff refused to comply\u003c/a>.\u003c/p>\n\u003cp>Lin also said she wouldn’t be surprised if there’s an attempt to overturn the Supreme Court ruling guaranteeing education to undocumented children, potentially paving the way for other immigrants’ rights to be reversed.\u003c/p>\n\u003cp>“It’s a slippery slope,” Lin said. “Immigrants know this, which is why there’s immense fear and uncertainty right now. But bills like these show that California is still one of the best places you can be.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Suriyah Jones, a member of the CalMatters Youth Journalism Initiative, contributed to this story.\u003c/em>\u003c/p>\n\n",
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"excerpt": "California legislators want to limit deportation actions at schools, but they can’t ban immigration officials.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>California lawmakers are proposing steps to protect K–12 students and families from mass deportations — although the real value of those proposals may be symbolic.\u003c/p>\n\u003cp>A pair of bills in the Legislature — \u003ca href=\"https://digitaldemocracy.calmatters.org/bills/ca_202520260ab49?slug=CA_202520260AB49&_gl=1*11t00sp*_gcl_au*Nzk3MzE2MDMuMTczMTAyMjU2Mg..*_ga*Mjk2NjI4MjAxLjE3MzEwMjI1NjI.*_ga_5TKXNLE5NK*MTczNTk0MDA1NS4zNi4xLjE3MzU5NDAxOTkuNjAuMC4w*_ga_DX0K9PCWYH*MTczNTk0MDA1NS4zNi4xLjE3MzU5NDAxOTkuMC4wLjA.*_ga_GNY4L81DZE*MTczNTk0MDA1NS4zNi4xLjE3MzU5NDAxOTkuMC4wLjA.\">AB 49\u003c/a> and \u003ca href=\"https://digitaldemocracy.calmatters.org/bills/ca_202520260sb48?slug=CA_202520260SB48&_gl=1*11t00sp*_gcl_au*Nzk3MzE2MDMuMTczMTAyMjU2Mg..*_ga*Mjk2NjI4MjAxLjE3MzEwMjI1NjI.*_ga_5TKXNLE5NK*MTczNTk0MDA1NS4zNi4xLjE3MzU5NDAxOTkuNjAuMC4w*_ga_DX0K9PCWYH*MTczNTk0MDA1NS4zNi4xLjE3MzU5NDAxOTkuMC4wLjA.*_ga_GNY4L81DZE*MTczNTk0MDA1NS4zNi4xLjE3MzU5NDAxOTkuMC4wLjA.\">SB 48\u003c/a> — aim to keep federal agents from detaining undocumented students or their families on or near school property without a warrant. The bills are a response to President-elect Donald Trump’s threat to deport undocumented immigrants, a move that could have major consequences for schools in California, which funds its schools based on attendance and where \u003ca href=\"https://www.fwd.us/news/k-12-undocumented-students/\">12% of students\u003c/a> have at least one undocumented parent.\u003c/p>\n\u003cp>Both bills would make it harder and more time-consuming for agents to enter schools or day care centers. But they can only delay, not stop, arrests.\u003c/p>\n\u003cp>“In no way can these bills override federal law,” said Kevin Johnson, a law professor at UC Davis. “But the bills respond to a great concern in the community that it’s not safe to take your children to school. … I can’t emphasize enough how important this is, how vulnerable undocumented immigrants feel right now.”\u003c/p>\n\u003cp>AB 49, proposed by Assemblymember Al Muratsuchi, a Democrat from Torrance, would require immigration agents to obtain written permission from the superintendent before coming onto school property. It also bars agents from being in rooms where children are present. SB 48, introduced by Sen. Lena Gonzalez, a Democrat from Long Beach, would prohibit local police from cooperating with federal agents — such as assisting in arrests or providing information about families’ immigration status — within one mile of a school. It also bars schools from sharing student and family information with federal authorities.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>School districts have also doubled down on their efforts to protect students and families. Los Angeles Unified has partnered with legal aid organizations to assist families and instructed schools not to ask students about their immigration status. San Francisco Unified \u003ca href=\"https://go.boarddocs.com/ca/sfusd/Board.nsf/goto?open&id=D2NW4T83765C\">has similar policies\u003c/a>.\u003c/p>\n\u003cp>“(San Francisco Unified) is a safe haven for all students regardless of citizenship status,” Superintendent Maria Su wrote to the community after the November election. “SFUSD restates our position that all students have the right to attend school regardless of their immigration status or that of their family members.”\u003c/p>\n\u003ch2>Schools as safe havens\u003c/h2>\n\u003cp>Schools have long been safe havens for immigrant students. Under a \u003ca href=\"https://www.oyez.org/cases/1981/80-1538\">1982 Supreme Court ruling\u003c/a>, public schools must enroll all students regardless of their immigration status and can’t charge tuition to students who aren’t legal residents. And since 2011, \u003ca href=\"https://www.ice.gov/doclib/ero-outreach/pdf/10029.2-policy.pdf\">federal guidelines\u003c/a> discourage agents from making immigration arrests at schools, hospitals, churches, courthouses and other “sensitive locations.”\u003c/p>\n\u003cp>But Trump said he plans to \u003ca href=\"https://www.nbcnews.com/investigations/trump-scrap-restriction-ice-arrests-churches-schools-rcna183688\">eliminate the “sensitive locations”\u003c/a> guidelines, and the Heritage Foundation, which published the right-leaning Project 2025 manifesto, is encouraging states to \u003ca href=\"https://www.heritage.org/education/report/the-consequences-unchecked-illegal-immigration-americas-public-schools\">charge tuition to undocumented K–12 students\u003c/a>. That could set up the possible overturn of the Supreme Court decision guaranteeing access to school for undocumented students. The foundation’s rationale is that government agencies such as schools are already overburdened and need to prioritize services for U.S. citizens.\u003c/p>\n\u003cp>“The (Biden) administration’s new version of America is nothing more than an open-border welfare state,” Lora Ries, director of the Heritage Foundation’s Border Security and Immigration Center, \u003ca href=\"https://www.heritage.org/press/heritage-releases-more-50-immigration-policies-and-principles-overhaul-us-immigration-system\">wrote\u003c/a>. “No country can sustain or survive such a vision.”\u003c/p>\n\u003cp>Muratsuchi, chair of the Assembly Education Committee, said he was inspired to author AB 49 just after the election when he listened to the concerns of immigrant students in the political science class he teaches at El Camino Community College in Torrance.\u003c/p>\n\u003cp>“It became clear there was more and more fear among my students, not only for themselves but for their families. The fear of families being torn apart is very real,” Muratuschi said. “We want to send a strong message to our immigrant students that we’re going to do everything we can to protect them.”\u003c/p>\n\u003cfigure id=\"attachment_11958277\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11958277\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/08/230815-IMMIGRATION-RALLY-AP-JC-KQED.jpg\" alt=\"People fill a plaza holding signs in front of a large ornate building.\" width=\"2000\" height=\"1397\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/08/230815-IMMIGRATION-RALLY-AP-JC-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/08/230815-IMMIGRATION-RALLY-AP-JC-KQED-800x559.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/08/230815-IMMIGRATION-RALLY-AP-JC-KQED-1020x712.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/08/230815-IMMIGRATION-RALLY-AP-JC-KQED-160x112.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/08/230815-IMMIGRATION-RALLY-AP-JC-KQED-1536x1073.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/08/230815-IMMIGRATION-RALLY-AP-JC-KQED-1920x1341.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Mercedes and Adan Meneses hold signs at a rally held by immigrant and union groups march to mark May Day and protest against President Donald Trump’s efforts to boost deportations at the San Francisco City Hall on May 1, 2017. \u003ccite>(Jeff Chiu/AP Photo)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2>‘Too scared to speak up’\u003c/h2>\n\u003cp>For most undocumented families, deportation would mean a plunging into poverty and, in many cases, violence. Nahomi, a high school senior in Fresno County whom CalMatters is identifying by her middle name because of her immigration status, described the threat of deportation as “a major worry for my family and I. Our lives could change completely in a blink of an eye.”\u003c/p>\n\u003cp>Nahomi and her parents arrived in California in 2011 from the city of Culiacan in Sinaloa, Mexico, an area plagued by \u003ca href=\"https://mx.usembassy.gov/security-alert-ongoing-violence-and-security-concerns-in-culiacan-and-mazatlan-sinaloa-mexico/#:~:text=Culiacan%2C%20the%20Mazatlan%2DCuliacan%20highway,and%20operating%20in%20Sinaloa%20state.\">widespread violence\u003c/a>. They initially planned to stay until Sinaloa became safer, but once they settled in the Central Valley, they decided the risks of returning outweighed the risk of deportation, so they stayed. Nahomi’s father works in construction, and her mother is a homemaker, raising Nahomi and her younger sister.\u003c/p>\n\u003cp>While she and her family fear deportation, Nahomi is not afraid to attend school. She said schools can help families know their rights and help children feel safe.\u003c/p>\n\u003cp>“I feel very welcomed and safe there,” she said. “It is a very diverse high school, and I just feel like any other student. … (But) a lot of these families are probably too scared to speak up about doubts they might have.”\u003c/p>\n\u003ch2>Politically unpopular?\u003c/h2>\n\u003cp>Patricia Gándara, an education professor and co-director of the Civil Rights Project at UCLA, said the risk of federal agents arresting students at schools is probably small. It’s unclear how many children in K–12 schools are undocumented, but it’s probably a relatively small number, she said. In any case, immigration enforcement that affects children almost always sparks public outcry from both parties, she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Some people might say they’re anti-immigrant, but it’s another thing entirely when the family up the street, whom they’ve known for 20 years, suddenly gets deported, or your kid’s best friend gets deported,” said Gandara, who’s studied the topic extensively. “It’s politically very unpopular.”\u003c/p>\n\u003cp>Still, the proposed bills could send a powerful message that schools are safe places, she said. Immigration crackdowns can have a \u003ca href=\"https://siepr.stanford.edu/publications/policy-brief/how-strict-immigration-enforcement-harms-schoolchildren\">significant impact on student attendance\u003c/a>, a Stanford study found, which can lead to less funding for schools, particularly low-income schools that enroll large numbers of immigrant children.\u003c/p>\n\u003cp>Immigration crackdowns can also lead to an increase in bullying, anxiety and general uncertainty on campus, not just for immigrant children but for everyone, Gándara said. Teachers, in particular, experience high levels of stress when their students’ safety is endangered, she said.\u003c/p>\n\u003cp>Schools can’t rely solely on state laws to protect immigrant families, though, she added. They should partner with local nonprofits to provide legal services and other support to families who need assistance, Gándara said.\u003c/p>\n\u003cp>“Schools are one of the last places immigrant families feel safe,” she said. “But as soon as (federal agents) move into schools, they’re not so safe any more. These bills say, ‘We’re not going to sit back and let this happen. Not all of government is against you.’”\u003c/p>\n\u003ch2>California ‘one of the best places to be’\u003c/h2>\n\u003cp>Both bills are awaiting hearings in the Legislature. Tammy Lin, supervising attorney with the University of San Diego Immigration Clinic, expects California to continue to take steps to protect undocumented families, but political conflicts will be inevitable.\u003c/p>\n\u003cp>The incoming Trump administration is likely to battle California and other left-leaning states over immigration matters. Even within California, conflicts are likely to erupt between state leaders and those in more conservative regions or even between agencies in the same area. In San Diego County, for example, the Board of Supervisors ordered the sheriff’s office not to notify federal immigration officers when it releases suspected undocumented inmates from jail, but the \u003ca href=\"https://www.latimes.com/california/story/2024-12-18/san-diego-sheriff-and-county-spar-over-immigration\">sheriff refused to comply\u003c/a>.\u003c/p>\n\u003cp>Lin also said she wouldn’t be surprised if there’s an attempt to overturn the Supreme Court ruling guaranteeing education to undocumented children, potentially paving the way for other immigrants’ rights to be reversed.\u003c/p>\n\u003cp>“It’s a slippery slope,” Lin said. “Immigrants know this, which is why there’s immense fear and uncertainty right now. But bills like these show that California is still one of the best places you can be.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Suriyah Jones, a member of the CalMatters Youth Journalism Initiative, contributed to this story.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "New Law Inspired by Ex-Lawmaker's DUI Adds to Alcohol Education in California Schools",
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"content": "\u003cp>California public school students will get additional coursework on the harms of alcohol in 2025, thanks to a new law from a former lawmaker whose drunken driving arrest inspired her legislation.\u003c/p>\n\u003cp>In September, Gov. Gavin Newsom signed \u003ca href=\"https://digitaldemocracy.calmatters.org/bills/ca_202320240ab2865?slug=CA_202320240AB2865\">Assembly Bill 2865\u003c/a> by former Los Angeles Democratic Assemblymember \u003ca href=\"https://digitaldemocracy.calmatters.org/people/144588\">Wendy Carrillo\u003c/a>, whose DUI last year helped derail her political career.\u003c/p>\n\u003cp>California schools are already required to provide instruction about alcohol, narcotics and other dangerous drugs. This bill \u003ca href=\"https://calmatters.org/politics/2024/06/ca-alcohol-harms-high-school/\">would require\u003c/a> that schools also provide instruction about the short- and long-term harms of excessive drinking — including alcohol’s link to chronic diseases, mental health problems and deaths.\u003c/p>\n\u003cp>As she pitched her bill to her colleagues in 2024, Carrillo told them that it was important for students to learn about alcohol’s consequences in the hopes they don’t go down the path she did.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“I wish I would have known in high school what I know now,” she said at one hearing. “I would have made different choices.”\u003c/p>\n\u003cp>On Nov. 3, 2023, Carrillo crashed into parked cars in Northeast Los Angeles. Police said her blood-alcohol level was twice the legal limit, according to the \u003cem>Los Angeles Times\u003c/em>. She ended up pleading no contest to the DUI in the middle of her race for Los Angeles City Council, which she lost. Because she ran for city council, Carrillo left her Assembly seat this year.\u003c/p>\n\u003cp>Carrillo said her DUI was a wake up call for her. She said she started going to therapy and became sober. As she reflected on her life, she said her own struggles with booze began at an early age. And she was troubled by how prevalent alcohol is in society, despite its documented dangers.\u003c/p>\n\u003ch2>Alcohol is a national and global health issue\u003c/h2>\n\u003cp>According to federal health officials, alcohol-related diseases kill 178,000 people in the U.S. each year, and death rates are increasing. Noting that alcohol causes at least seven types of cancer, including bowel and breast cancers, the World Health Organization last year declared that “when it comes to alcohol consumption, there is no safe amount.”\u003c/p>\n\u003cp>Carrillo testified that 54 Californians die each day from alcohol.\u003c/p>\n\u003cp>“I want young people to learn early how something that is so legally and easily accessible can do so much harm if not consumed with more knowledge and more responsibility,” she told her colleagues.\u003c/p>\n\u003cp>Her bill passed without any lawmakers voting against it.\u003c/p>\n\u003ch2>What law will do\u003c/h2>\n\u003cp>Under the new law, school boards can decide which grades receive the new instruction. They can ask the state for reimbursements for the costs of instruction, training and updates to instructional materials, said Nicholas Filipas, a spokesperson for the California Department of Education.[aside label=\"Related Stories\" postID=\"news_12013558,news_12019076,news_12013686\"]At the San Juan Unified School District in the Sacramento region, educators shouldn’t have trouble rolling the bill’s requirements into their schools’ curriculum, said Raj Rai, a spokesperson for the district, which educates about 39,000 students.\u003c/p>\n\u003cp>“Alcohol education has been embedded into our high school health class curriculum for quite some time,” Rai said in an email. “Our curriculum team will review the currently adopted health materials to see if anything additional is needed to meet the new requirements.”\u003c/p>\n\u003cp>The \u003ca href=\"https://www.sanjuan.edu/resources/student-support-services/prevention-programs/substance-use-prevention-education-supe\">district already has several programs\u003c/a> that teach students grades six through 12 about the harms of alcohol and drugs with the goal of reducing or eliminating teen substance abuse.\u003c/p>\n\u003cp>The district’s high schools also regularly participate in California’s Highway Patrol’s “Every 15 Minutes,” Rai said.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.chp.ca.gov/programs-services/programs/youth-programs/every-15-minutes\">CHP describes the program\u003c/a> as challenging teens to “think about drinking, driving, personal safety, the responsibility of making mature decisions and the impact their decisions have on family, friends, their community, and many others.”\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>California public school students will get additional coursework on the harms of alcohol in 2025, thanks to a new law from a former lawmaker whose drunken driving arrest inspired her legislation.\u003c/p>\n\u003cp>In September, Gov. Gavin Newsom signed \u003ca href=\"https://digitaldemocracy.calmatters.org/bills/ca_202320240ab2865?slug=CA_202320240AB2865\">Assembly Bill 2865\u003c/a> by former Los Angeles Democratic Assemblymember \u003ca href=\"https://digitaldemocracy.calmatters.org/people/144588\">Wendy Carrillo\u003c/a>, whose DUI last year helped derail her political career.\u003c/p>\n\u003cp>California schools are already required to provide instruction about alcohol, narcotics and other dangerous drugs. This bill \u003ca href=\"https://calmatters.org/politics/2024/06/ca-alcohol-harms-high-school/\">would require\u003c/a> that schools also provide instruction about the short- and long-term harms of excessive drinking — including alcohol’s link to chronic diseases, mental health problems and deaths.\u003c/p>\n\u003cp>As she pitched her bill to her colleagues in 2024, Carrillo told them that it was important for students to learn about alcohol’s consequences in the hopes they don’t go down the path she did.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I wish I would have known in high school what I know now,” she said at one hearing. “I would have made different choices.”\u003c/p>\n\u003cp>On Nov. 3, 2023, Carrillo crashed into parked cars in Northeast Los Angeles. Police said her blood-alcohol level was twice the legal limit, according to the \u003cem>Los Angeles Times\u003c/em>. She ended up pleading no contest to the DUI in the middle of her race for Los Angeles City Council, which she lost. Because she ran for city council, Carrillo left her Assembly seat this year.\u003c/p>\n\u003cp>Carrillo said her DUI was a wake up call for her. She said she started going to therapy and became sober. As she reflected on her life, she said her own struggles with booze began at an early age. And she was troubled by how prevalent alcohol is in society, despite its documented dangers.\u003c/p>\n\u003ch2>Alcohol is a national and global health issue\u003c/h2>\n\u003cp>According to federal health officials, alcohol-related diseases kill 178,000 people in the U.S. each year, and death rates are increasing. Noting that alcohol causes at least seven types of cancer, including bowel and breast cancers, the World Health Organization last year declared that “when it comes to alcohol consumption, there is no safe amount.”\u003c/p>\n\u003cp>Carrillo testified that 54 Californians die each day from alcohol.\u003c/p>\n\u003cp>“I want young people to learn early how something that is so legally and easily accessible can do so much harm if not consumed with more knowledge and more responsibility,” she told her colleagues.\u003c/p>\n\u003cp>Her bill passed without any lawmakers voting against it.\u003c/p>\n\u003ch2>What law will do\u003c/h2>\n\u003cp>Under the new law, school boards can decide which grades receive the new instruction. They can ask the state for reimbursements for the costs of instruction, training and updates to instructional materials, said Nicholas Filipas, a spokesperson for the California Department of Education.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>At the San Juan Unified School District in the Sacramento region, educators shouldn’t have trouble rolling the bill’s requirements into their schools’ curriculum, said Raj Rai, a spokesperson for the district, which educates about 39,000 students.\u003c/p>\n\u003cp>“Alcohol education has been embedded into our high school health class curriculum for quite some time,” Rai said in an email. “Our curriculum team will review the currently adopted health materials to see if anything additional is needed to meet the new requirements.”\u003c/p>\n\u003cp>The \u003ca href=\"https://www.sanjuan.edu/resources/student-support-services/prevention-programs/substance-use-prevention-education-supe\">district already has several programs\u003c/a> that teach students grades six through 12 about the harms of alcohol and drugs with the goal of reducing or eliminating teen substance abuse.\u003c/p>\n\u003cp>The district’s high schools also regularly participate in California’s Highway Patrol’s “Every 15 Minutes,” Rai said.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.chp.ca.gov/programs-services/programs/youth-programs/every-15-minutes\">CHP describes the program\u003c/a> as challenging teens to “think about drinking, driving, personal safety, the responsibility of making mature decisions and the impact their decisions have on family, friends, their community, and many others.”\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>On New Year’s Day — Wednesday, Jan. 1 — California State Parks will be offering First Day Hikes: a nationwide initiative that invites the public to experience the first day of 2025 out in nature with guided hikes, for free.\u003c/p>\n\u003cp>During these guided hikes, you’ll be able to enjoy the outdoors and learn about local geology, wildlife and cultural treasures around California’s state parks — which could spark some inspiration for exploring our state parks all year round.\u003c/p>\n\u003cp>You can find a free guided hike with \u003ca href=\"https://www.parks.ca.gov/?page_id=30737\">California State Parks’ interactive map\u003c/a>, which allows you to search for the best hikes near you by park, county or region.\u003c/p>\n\u003cp>When you’ve found a guided New Year’s Day hike that interests you, be sure to click through for important information including:\u003c/p>\n\u003cul>\n\u003cli>How long and strenuous the hike is, and which ages it’s suitable for.\u003c/li>\n\u003cli>Whether pre-registration is necessary.\u003c/li>\n\u003cli>Any parking fees at the facility.\u003c/li>\n\u003cli>Whether pets are allowed (before you leash up your pup).\u003c/li>\n\u003cli>Where and when you can meet to start the hike.\u003c/li>\n\u003cli>Any recommended clothing, footwear and food.\u003c/li>\n\u003c/ul>\n\u003cp>Don’t forget to dress for cool weather, wear comfortable supportive shoes and bring snacks and water — plus plenty of enthusiasm.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003ch2>8 ideas for guided hikes in California State Parks for New Year’s Day\u003c/h2>\n\u003cp>There’s a large amount of free guided hikes to choose from, but here are eight picks around the wider Bay Area that you can join on New Year’s Day:\u003c/p>\n\u003cp>\u003ca href=\"http://www.parks.ca.gov/?page_id=540\">Big Basin State Park:\u003c/a> Join a 5.5-mile guided hike on Jan. 1 at 11 a.m., or a shorter 0.7-mile one at 8 a.m. Parking is $10. You’ll learn about the devastating CZU fire that hit areas of the park, see the park’s recovery and regrowth up-close and discuss the role that fire plays in the area’s ecology.\u003c/p>\n\u003cp>\u003ca href=\"http://www.parks.ca.gov/?page_id=517\">Mount Diablo State Park:\u003c/a> Join a 4-mile guided hike on Jan. 1 at 9 a.m. to search for signs of winter: mistletoe, beard lichen, California holly and more. You can also join a shorter 1.5-mile hike at noon, to learn about how fire has helped the park.\u003c/p>\n\u003cp>\u003ca href=\"http://www.parks.ca.gov/?page_id=546\">Henry Cowell Redwoods State Park:\u003c/a> Join a 1-mile guided hike on Jan. 1 at noon. Participants can meet in front of the visitor center, a one-minute walk from the main parking lot. Walk under giant trees to learn about coastal redwoods.\u003c/p>\n\u003cp>\u003ca href=\"http://www.parks.ca.gov/?page_id=666\">The Forest of Nisene Marks State Park:\u003c/a> Join a 4-mile guided hike on Jan. 1 at 9 a.m. During the hike, you’ll see the site where the town of Loma Prieta was located and a hidden spot deep in the redwood forest where marine fossils can be found.\u003c/p>\n\u003cp>\u003ca href=\"http://www.parks.ca.gov/?page_id=538\">Castle Rock State Park:\u003c/a> There will be two guided hikes available on Jan. 1 at 10 a.m. One is 5.2 miles long with views of the San Lorenzo Valley and Pacific, and the other is a shorter 2.5-mile one where you’ll learn about the rich native history of the park’s land. Parking is $10.\u003c/p>\n\u003cp>\u003ca href=\"https://www.parks.ca.gov/?page_id=30737\">See all of California State Parks’ free guided hikes on New Year’s Day.\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>On New Year’s Day — Wednesday, Jan. 1 — California State Parks will be offering First Day Hikes: a nationwide initiative that invites the public to experience the first day of 2025 out in nature with guided hikes, for free.\u003c/p>\n\u003cp>During these guided hikes, you’ll be able to enjoy the outdoors and learn about local geology, wildlife and cultural treasures around California’s state parks — which could spark some inspiration for exploring our state parks all year round.\u003c/p>\n\u003cp>You can find a free guided hike with \u003ca href=\"https://www.parks.ca.gov/?page_id=30737\">California State Parks’ interactive map\u003c/a>, which allows you to search for the best hikes near you by park, county or region.\u003c/p>\n\u003cp>When you’ve found a guided New Year’s Day hike that interests you, be sure to click through for important information including:\u003c/p>\n\u003cul>\n\u003cli>How long and strenuous the hike is, and which ages it’s suitable for.\u003c/li>\n\u003cli>Whether pre-registration is necessary.\u003c/li>\n\u003cli>Any parking fees at the facility.\u003c/li>\n\u003cli>Whether pets are allowed (before you leash up your pup).\u003c/li>\n\u003cli>Where and when you can meet to start the hike.\u003c/li>\n\u003cli>Any recommended clothing, footwear and food.\u003c/li>\n\u003c/ul>\n\u003cp>Don’t forget to dress for cool weather, wear comfortable supportive shoes and bring snacks and water — plus plenty of enthusiasm.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch2>8 ideas for guided hikes in California State Parks for New Year’s Day\u003c/h2>\n\u003cp>There’s a large amount of free guided hikes to choose from, but here are eight picks around the wider Bay Area that you can join on New Year’s Day:\u003c/p>\n\u003cp>\u003ca href=\"http://www.parks.ca.gov/?page_id=540\">Big Basin State Park:\u003c/a> Join a 5.5-mile guided hike on Jan. 1 at 11 a.m., or a shorter 0.7-mile one at 8 a.m. Parking is $10. You’ll learn about the devastating CZU fire that hit areas of the park, see the park’s recovery and regrowth up-close and discuss the role that fire plays in the area’s ecology.\u003c/p>\n\u003cp>\u003ca href=\"http://www.parks.ca.gov/?page_id=517\">Mount Diablo State Park:\u003c/a> Join a 4-mile guided hike on Jan. 1 at 9 a.m. to search for signs of winter: mistletoe, beard lichen, California holly and more. You can also join a shorter 1.5-mile hike at noon, to learn about how fire has helped the park.\u003c/p>\n\u003cp>\u003ca href=\"http://www.parks.ca.gov/?page_id=546\">Henry Cowell Redwoods State Park:\u003c/a> Join a 1-mile guided hike on Jan. 1 at noon. Participants can meet in front of the visitor center, a one-minute walk from the main parking lot. Walk under giant trees to learn about coastal redwoods.\u003c/p>\n\u003cp>\u003ca href=\"http://www.parks.ca.gov/?page_id=666\">The Forest of Nisene Marks State Park:\u003c/a> Join a 4-mile guided hike on Jan. 1 at 9 a.m. During the hike, you’ll see the site where the town of Loma Prieta was located and a hidden spot deep in the redwood forest where marine fossils can be found.\u003c/p>\n\u003cp>\u003ca href=\"http://www.parks.ca.gov/?page_id=538\">Castle Rock State Park:\u003c/a> There will be two guided hikes available on Jan. 1 at 10 a.m. One is 5.2 miles long with views of the San Lorenzo Valley and Pacific, and the other is a shorter 2.5-mile one where you’ll learn about the rich native history of the park’s land. Parking is $10.\u003c/p>\n\u003cp>\u003ca href=\"https://www.parks.ca.gov/?page_id=30737\">See all of California State Parks’ free guided hikes on New Year’s Day.\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"slug": "california-bans-schools-from-forcing-teachers-to-out-lgbtq-students",
"title": "California Bans Schools From Forcing Teachers to 'Out' LGBTQ Students",
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"headTitle": "California Bans Schools From Forcing Teachers to ‘Out’ LGBTQ Students | KQED",
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"content": "\u003cp>Amid a flurry of recent school board policies aimed at the rights of transgender students, California passed a new law in July that prevents schools from requiring staff to notify parents if a student identifies as LGBTQ.\u003c/p>\n\u003cp>The new law, \u003ca href=\"https://digitaldemocracy.calmatters.org/bills/ca_202320240ab1955?slug=CA_202320240AB1955&_gl=1*x7e72b*_gcl_au*NzkyMjg5MTU1LjE3MzI3MzQ2Mzg.*_ga*MTg3NzMyNTU5Ny4xNzMyNzM0NjM5*_ga_5TKXNLE5NK*MTczNDk4MDc5MC44LjAuMTczNDk4MDk0NS4yMi4wLjA.*_ga_DX0K9PCWYH*MTczNDk4MDc5MC44LjAuMTczNDk4MDc5MC4wLjAuMA..*_ga_GNY4L81DZE*MTczNDk4MDc5MS44LjAuMTczNDk4MDc5MS4wLjAuMA..\">AB 1955\u003c/a>, came in response to a \u003ca href=\"https://calmatters.org/education/k-12-education/2023/08/culture-wars/\">handful of school boards\u003c/a> adopting policies that require teachers and other \u003ca href=\"https://calmatters.org/education/k-12-education/2024/07/trans-youth-california/\">school staff to notify parents\u003c/a> if a student identifies as a gender other than what’s on their school records.\u003c/p>\n\u003cp>“Teachers can still talk to their parents,” Gov. Gavin Newsom said at a press conference on Monday in which he \u003ca href=\"https://calmatters.org/education/higher-education/2024/12/job-training/\">touted a new plan to improve career opportunities for adults\u003c/a>. “What they can’t do is fire a teacher for not being a snitch. I don’t think teachers should be gender police.”\u003c/p>\n\u003cp>LGBTQ advocates said that “forced outing” policies, such as those adopted in Chino, Temecula and a dozen other districts, infringe on students’ privacy and could potentially harm students whose parents disapprove of their identity.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The state sued to \u003ca href=\"https://calmatters.org/education/k-12-education/2023/08/culture-wars/\">stop Chino’s policy\u003c/a>, and most districts either scrapped their policies, tweaked the language or put them on hold.\u003c/p>\n\u003cp>This act “could not be more timely or necessary, and LGBTQ+ students across California can breathe a sigh of relief,” Tony Hoang, executive director of Equality California, which advocates for LGBTQ rights, wrote. “LGBTQ+ youth can now have these important family conversations when they are ready and in ways that strengthen the relationship between parent and child, not as a result of extremist politicians intruding into the parent-child relationship.”\u003c/p>\n\u003ch2>‘The battle continues’\u003c/h2>\n\u003cp>Opponents of the new law said that parental notification policies actually strengthen ties between students and parents, and schools should not withhold information on such important matters. Even though a parental notification measure that would have applied to all schools \u003ca href=\"https://calmatters.org/education/k-12-education/2024/07/trans-youth-california/\">failed to qualify for the ballot\u003c/a>, opponents vowed to keep fighting.\u003c/p>\n\u003cp>“This (law) doesn’t clarify anything. And nothing prevents individual teachers from bringing the issue up with parents,” said Roseville school board member Jonathan Zachreson, an organizer of the failed ballot measure and whose district was among those that passed parental notification policies. “So the battle continues.”\u003c/p>\n\u003cp>The new law also requires the state Department of Education to update its \u003ca href=\"https://www.cde.ca.gov/ci/pl/supportlgbtq.asp\">LGBTQ resources\u003c/a> and encourage school districts to offer counseling, support groups, clubs, anti-bullying policies and other measures to support LGBTQ students and their families. Schools would have to pay for those services with their existing funding.\u003c/p>\n\u003cp>LGBTQ young people are particularly vulnerable on school campuses. In a \u003ca href=\"https://www.thetrevorproject.org/survey-2024/\">recent survey\u003c/a> of 18,000 LGBTQ young people nationwide, nearly half said they had been bullied in the past year, and 10% said they had attempted suicide. Those whose schools supported LGBTQ rights were less likely to suffer from mental health challenges.\u003c/p>\n\u003cp>Even if the new law sparks a backlash in more conservative areas of the state, California was right to move forward with it, especially as some states push ahead with their own parental notification policies, said USC education professor Morgan Polikoff.\u003c/p>\n\u003cp>“Will everyone like this law? Certainly not. Will it lead to conflict? There is no doubt,” Polikoff said. “But I am hopeful this will be good for the queer kids in California’s schools and will point the way toward similar efforts in other states.”\u003c/p>\n\u003cp>\u003cem>CalMatters’ Adam Echelman contributed to this story.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Amid a flurry of recent school board policies aimed at the rights of transgender students, California passed a new law in July that prevents schools from requiring staff to notify parents if a student identifies as LGBTQ.\u003c/p>\n\u003cp>The new law, \u003ca href=\"https://digitaldemocracy.calmatters.org/bills/ca_202320240ab1955?slug=CA_202320240AB1955&_gl=1*x7e72b*_gcl_au*NzkyMjg5MTU1LjE3MzI3MzQ2Mzg.*_ga*MTg3NzMyNTU5Ny4xNzMyNzM0NjM5*_ga_5TKXNLE5NK*MTczNDk4MDc5MC44LjAuMTczNDk4MDk0NS4yMi4wLjA.*_ga_DX0K9PCWYH*MTczNDk4MDc5MC44LjAuMTczNDk4MDc5MC4wLjAuMA..*_ga_GNY4L81DZE*MTczNDk4MDc5MS44LjAuMTczNDk4MDc5MS4wLjAuMA..\">AB 1955\u003c/a>, came in response to a \u003ca href=\"https://calmatters.org/education/k-12-education/2023/08/culture-wars/\">handful of school boards\u003c/a> adopting policies that require teachers and other \u003ca href=\"https://calmatters.org/education/k-12-education/2024/07/trans-youth-california/\">school staff to notify parents\u003c/a> if a student identifies as a gender other than what’s on their school records.\u003c/p>\n\u003cp>“Teachers can still talk to their parents,” Gov. Gavin Newsom said at a press conference on Monday in which he \u003ca href=\"https://calmatters.org/education/higher-education/2024/12/job-training/\">touted a new plan to improve career opportunities for adults\u003c/a>. “What they can’t do is fire a teacher for not being a snitch. I don’t think teachers should be gender police.”\u003c/p>\n\u003cp>LGBTQ advocates said that “forced outing” policies, such as those adopted in Chino, Temecula and a dozen other districts, infringe on students’ privacy and could potentially harm students whose parents disapprove of their identity.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The state sued to \u003ca href=\"https://calmatters.org/education/k-12-education/2023/08/culture-wars/\">stop Chino’s policy\u003c/a>, and most districts either scrapped their policies, tweaked the language or put them on hold.\u003c/p>\n\u003cp>This act “could not be more timely or necessary, and LGBTQ+ students across California can breathe a sigh of relief,” Tony Hoang, executive director of Equality California, which advocates for LGBTQ rights, wrote. “LGBTQ+ youth can now have these important family conversations when they are ready and in ways that strengthen the relationship between parent and child, not as a result of extremist politicians intruding into the parent-child relationship.”\u003c/p>\n\u003ch2>‘The battle continues’\u003c/h2>\n\u003cp>Opponents of the new law said that parental notification policies actually strengthen ties between students and parents, and schools should not withhold information on such important matters. Even though a parental notification measure that would have applied to all schools \u003ca href=\"https://calmatters.org/education/k-12-education/2024/07/trans-youth-california/\">failed to qualify for the ballot\u003c/a>, opponents vowed to keep fighting.\u003c/p>\n\u003cp>“This (law) doesn’t clarify anything. And nothing prevents individual teachers from bringing the issue up with parents,” said Roseville school board member Jonathan Zachreson, an organizer of the failed ballot measure and whose district was among those that passed parental notification policies. “So the battle continues.”\u003c/p>\n\u003cp>The new law also requires the state Department of Education to update its \u003ca href=\"https://www.cde.ca.gov/ci/pl/supportlgbtq.asp\">LGBTQ resources\u003c/a> and encourage school districts to offer counseling, support groups, clubs, anti-bullying policies and other measures to support LGBTQ students and their families. Schools would have to pay for those services with their existing funding.\u003c/p>\n\u003cp>LGBTQ young people are particularly vulnerable on school campuses. In a \u003ca href=\"https://www.thetrevorproject.org/survey-2024/\">recent survey\u003c/a> of 18,000 LGBTQ young people nationwide, nearly half said they had been bullied in the past year, and 10% said they had attempted suicide. Those whose schools supported LGBTQ rights were less likely to suffer from mental health challenges.\u003c/p>\n\u003cp>Even if the new law sparks a backlash in more conservative areas of the state, California was right to move forward with it, especially as some states push ahead with their own parental notification policies, said USC education professor Morgan Polikoff.\u003c/p>\n\u003cp>“Will everyone like this law? Certainly not. Will it lead to conflict? There is no doubt,” Polikoff said. “But I am hopeful this will be good for the queer kids in California’s schools and will point the way toward similar efforts in other states.”\u003c/p>\n\u003cp>\u003cem>CalMatters’ Adam Echelman contributed to this story.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"title": "Not All California Schools Get the Same Civics Lessons. Here's Why",
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"content": "\u003cp>At some high schools in California, civics is everywhere. It’s part of science and history classes. It’s after school at student council and newspaper meetings. It even happens outside of school, on field trips to the Capitol and volunteer projects in the community. And after four years, it’s recognized with a gold seal on students’ diplomas.\u003c/p>\n\u003cp>But most California high school students don’t have those opportunities. Lower-income students and those in politically mixed — or “purple” — areas where parent pushback is more common often miss out on a comprehensive education on how government works and why it matters. \u003ca href=\"https://www.pewresearch.org/politics/2023/07/12/voter-turnout-2018-2022/\">Voter turnout\u003c/a> among adults nationwide might reflect that disparity in civic engagement, although there are many factors that influence people’s decision to vote and be civically engaged.\u003c/p>\n\u003cp>The stakes are high, as \u003ca href=\"https://sps.columbia.edu/news/real-impact-fake-news-rise-political-misinformation-and-how-we-can-combat-its-influence\">misinformation\u003c/a> and \u003ca href=\"https://www.cde.ca.gov/be/cc/rd/index.asp\">mistrust in government\u003c/a> are on the rise, and the country reflects on a particularly divisive election season.\u003c/p>\n\u003cp>“At a time when we need civics the most, it’s become harder to deliver for everyone,” said Joseph Kahne, an education professor at UC Riverside who’s extensively studied civics education in California.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>All high school students in California are required to take a one-semester government course to graduate. But there’s wide variation in how schools teach that class. For example, some of those classes include hands-on projects that show how the Constitution is relevant today, while others adhere to dry textbook material that’s less engaging.\u003c/p>\n\u003cp>Many lower-income students don’t have access to extracurricular activities, the backbone of civics education outside the classroom. Schools that mostly serve lower-income students are \u003ca href=\"https://www.rand.org/pubs/commentary/2024/03/many-high-schools-across-the-united-states-offer-limited.html\">less likely to have those activities\u003c/a> because they typically require resources like a faculty advisor or money for materials. Nearly 60% of wealthier schools, for example, have a student news outlet, while only 39% of lower-income schools do, \u003ca href=\"https://www.rand.org/pubs/commentary/2024/03/many-high-schools-across-the-united-states-offer-limited.html\">RAND found\u003c/a>. Eighty-five percent of wealthier schools have a student council, but only 73% of lower-income schools do.\u003c/p>\n\u003cp>Even at wealthier schools, there’s a disparity in who participates. Lower-income students tend to have after-school jobs or family obligations, so they can’t take advantage of the same opportunities as their wealthier classmates.\u003c/p>\n\u003cp>“Civics education needs to be woven into the existing school day, in all subjects, so it’s accessible to all students,” said Michelle Herczog, program director of Californians for Civic Learning, which promotes civic education for all grades. “That’s the only way to make it equitable.”\u003c/p>\n\u003cp>The inequities are reflected in adults’ rates of civic engagement nationwide. Americans from both parties who are financially secure are \u003ca href=\"https://www.urban.org/urban-wire/civic-engagement-higher-among-americans-who-are-financially-secure#:~:text=In%20a%20nationally%20representative%20survey,those%20who%20are%20financially%20insecure.\">more likely to vote, volunteer\u003c/a>, trust election results and support democracy, according to the Urban Institute. Latinos are especially affected. According to the Latino Policy and Politics Institute at UCLA, Latinos have the lowest voter registration rate of any ethnic group.\u003c/p>\n\u003cp>“We know that some groups of people are less likely to be civically engaged. It isn’t fair to have your voice not heard,” Kahne said.\u003c/p>\n\u003ch2>Empathy and activism in San Lorenzo\u003c/h2>\n\u003cp>Some schools that serve low-income students have embraced civics education even without a surplus of funding. Students in Judy Smith’s civics classes at San Lorenzo High in the East Bay spend their days delving into issues they care about: homelessness, air pollution, police brutality, drug abuse and other topics.\u003c/p>\n\u003cp>After spending a few weeks learning the nuts-and-bolts of government and democracy, students pick their research topics and set about their plans for addressing the issues. They grill politicians, survey their classmates, write letters to government officials and present their findings to the community.\u003c/p>\n\u003cp>On a recent morning, students were busy debating the subtleties of various policies, and poring over survey results. In a week they were scheduled to make their presentations in the school library, and Smith encouraged them to wear professional attire for the occasion.\u003c/p>\n\u003cp>Armando Espinoza, a senior, said the class has been life-changing. His group was looking into gun violence and its impact on young people, exploring existing laws and legal failures to restrict firearms, especially ghost guns.\u003c/p>\n\u003cp>“At the beginning of the year, it was like, oh, this is just for a grade,” he said. “But as I started learning more, I got engaged in how this problem affects our community. No teenager should have to live through a shooting. For me, it’s been empowering.”\u003c/p>\n\u003cfigure id=\"attachment_12019090\" class=\"wp-caption aligncenter\" style=\"max-width: 1200px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12019090\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/120324_CivicsClass_FM_CM_2.jpg\" alt=\"\" width=\"1200\" height=\"800\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/120324_CivicsClass_FM_CM_2.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/120324_CivicsClass_FM_CM_2-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/120324_CivicsClass_FM_CM_2-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/120324_CivicsClass_FM_CM_2-160x107.jpg 160w\" sizes=\"auto, (max-width: 1200px) 100vw, 1200px\">\u003cfigcaption class=\"wp-caption-text\">A student works on their storyboard about gun violence, during government and economics teacher Judy Smith’s 3rd period government class at San Lorenzo High School in San Lorenzo on Dec. 3, 2024. \u003ccite>(Florence Middleton for CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>His classmate Moniba Hussain said she chose the topic because gun violence is what drove her family from Oakland to the quiet, working-class community of San Lorenzo. Talking to politicians and debating laws with her classmates brought the issue into focus.\u003c/p>\n\u003cp>“We learn that it could be us someday, affected by a shooting,” Hussain said. “This class has pushed us to be more passionate about issues in our community. We learn how issues affect people. We learn empathy.”\u003c/p>\n\u003cp>She was so inspired by the class, in fact, she’s decided to become a lawyer.\u003c/p>\n\u003cp>Meanwhile, another group of students was researching domestic violence against immigrant women, an issue that resonates in a community where more than a third of families are immigrants. Surveying more than 120 classmates, the students learned that 59% had either been a victim of domestic violence or knew someone who was, yet very few knew that there was help available for women who need it.\u003c/p>\n\u003cp>That told them that outreach needed improvement.\u003c/p>\n\u003cp>“Women need to know there’s support for them, that they won’t be deported,” said senior Shary Cetino. “But what we learned is that there really needs to be more outreach and awareness. That’s what we’re hoping for.”\u003c/p>\n\u003ch2>Pushback from parents\u003c/h2>\n\u003cp>For students in politically mixed areas of California, the obstacle isn’t money — it’s often parents. Purple areas tend to see more political conflicts, \u003ca href=\"https://calmatters.org/education/k-12-education/2024/07/trans-youth-california/\">which often play out at schools\u003c/a> in the form of parental protests over “woke” curriculum, trans students’ rights or so-called culture war issues. In a 2023 RAND survey, two-thirds of teachers nationwide said they limit discussions of politics and social issues in the classroom for fear of being attacked by parents and not supported by their administrators.\u003c/p>\n\u003cp>“Among some parents, on the left and right, there’s a fear that civics education includes indoctrination,” said Keri Doggett, vice president of Teach Democracy, which promotes civic education. “Both Democrats and Republicans support civics education. So it’s important, now maybe more than ever, to provide a balanced point of view with multiple perspectives so students can reach their own conclusions.”\u003c/p>\n\u003cp>Shawn Healy, senior policy director at the nonprofit iCivics, which provides civics curriculum, said that declining trust in institutions is at the crux of the debate. Why teach about elections, for example, if elections are rigged? But civics education “is not about teaching blind allegiance to these institutions,” he said, “It’s about improving these institutions.”\u003c/p>\n\u003cfigure id=\"attachment_12019096\" class=\"wp-caption aligncenter\" style=\"max-width: 1200px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12019096\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/120324_CivicsClass_FM_CM_3.jpg\" alt=\"\" width=\"1200\" height=\"800\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/120324_CivicsClass_FM_CM_3.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/120324_CivicsClass_FM_CM_3-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/120324_CivicsClass_FM_CM_3-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/120324_CivicsClass_FM_CM_3-160x107.jpg 160w\" sizes=\"auto, (max-width: 1200px) 100vw, 1200px\">\u003cfigcaption class=\"wp-caption-text\">San Lorenzo High School teacher Judy Smith teaches her 3rd period government class in San Lorenzo on Dec. 3, 2024, as they develop civic action infographics on topics ranging from gun violence to vaping. \u003ccite>(Florence Middleton for CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“That’s what makes this work difficult,” Healy added. “There’s a sense that there’s a political agenda, that schools are trying to lead students in one direction or another. The reaction has been to pull back.”\u003c/p>\n\u003cp>Addressing controversial issues in class is a core part of civics education, Healy said. It’s how students learn to articulate their viewpoints about important issues, listen to those they don’t agree with and even occasionally change their minds. Avoiding classroom debates is “educational malpractice,” he said.\u003c/p>\n\u003ch2>Giving students a voice\u003c/h2>\n\u003cp>At Sierra Vista Middle School in Covina in the San Gabriel Valley, social studies teacher Sheila Edwards has been able to minimize pushback from parents by inviting them into the classroom, sharing lesson plans and generally being transparent about what happens in the classroom.\u003c/p>\n\u003cp>Edwards leads her classes in monthly “civil dialogues,” where students study multiple sides of an issue, such as Supreme Court rulings or the practice of reciting the Pledge of Allegiance in school, and then debate their viewpoints. The general rules, created by students, are that speakers should be polite, attack ideas and not people, and not monopolize the discussion.\u003c/p>\n\u003cp>“When students create their own guidelines and lead the conversations, I’ve found that they really buy into it,” Edwards said. “When you give them a voice, they will use it.”\u003c/p>\n\u003cfigure id=\"attachment_12019102\" class=\"wp-caption aligncenter\" style=\"max-width: 1200px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12019102\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/120324_CivicsClass_FM_CM_4.jpg\" alt=\"\" width=\"1200\" height=\"800\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/120324_CivicsClass_FM_CM_4.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/120324_CivicsClass_FM_CM_4-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/120324_CivicsClass_FM_CM_4-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/120324_CivicsClass_FM_CM_4-160x107.jpg 160w\" sizes=\"auto, (max-width: 1200px) 100vw, 1200px\">\u003cfigcaption class=\"wp-caption-text\">Posters on the wall in the classroom of government and economics teacher, Judy Smith, at San Lorenzo High School in San Lorenzo on Dec. 3, 2024. Smith challenges her students to do innovative civic engagement projects like interviewing local politicians about social issues and creating civic action infographics. \u003ccite>(Florence Middleton for CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>As an adviser for the National Constitution Center, a national civics education organization, Edwards has trained hundreds of teachers to lead class discussions of contentious issues. She advises teachers to stick to the facts, whether it’s curriculum standards or primary sources like party platforms or the Declaration of Independence, rather than focus on individuals. If a student says they like a politician, for example, she asks them to talk about specific issues instead of their support for the person generally.\u003c/p>\n\u003cp>Still, it’s always dicey discussing issues like gun control or LGBTQ rights in classrooms, she said, especially in conservative areas. She often hears from teachers who feel beleaguered because of pushback from parents.\u003c/p>\n\u003cp>“It’s a hard time to be a teacher, social studies teachers in particular,” said Edwards, who’s been a teacher for three decades. “We are on the hot seat. But I like to think of it as an opportunity.”\u003c/p>\n\u003ch2>Struggles in California\u003c/h2>\n\u003cp>Nationwide, 24 states have strengthened their civics education programs in the past few years, and the federal government has quadrupled its grant money for civics education in the last decade.\u003c/p>\n\u003cp>The picture in California is less rosy.[aside tag='education' label='More Education Coverage']Five years ago, California adopted a “seal of civic engagement” for high school students as an incentive for schools to beef up their civics programs. Modeled on the state’s popular seal of biliteracy, the civics seal allows students to receive a badge on their diplomas indicating that they understand how government and citizenship works, and have researched and taken action on a problem that affects their community. The seal is meant to make the student more competitive on college and job applications.\u003c/p>\n\u003cp>But last year, just 2% — or 11,000 — of graduating seniors \u003ca href=\"https://www.cde.ca.gov/ci/pl/hssstateseal.asp\">received a seal\u003c/a>. Only 86 districts, out of 1,000, participated. The state paperwork is fairly simple, Herczog said, but money and potential backlash from parents is often a deterrent. Although there are plenty of free and low-cost options available, some hands-on civics projects cost money, whether it’s for teacher training or for hiring a bus to take students to the capitol, and districts are reluctant to commit to new expenses.\u003c/p>\n\u003cp>“Who wouldn’t love getting a seal on their diploma? Students love it, but sometimes it comes down to district leadership,” Herczog said.\u003c/p>\n\u003cfigure id=\"attachment_12019107\" class=\"wp-caption aligncenter\" style=\"max-width: 1200px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12019107\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/120324_CivicsClass_FM_CM_5.jpg\" alt=\"\" width=\"1200\" height=\"800\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/120324_CivicsClass_FM_CM_5.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/120324_CivicsClass_FM_CM_5-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/120324_CivicsClass_FM_CM_5-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/120324_CivicsClass_FM_CM_5-160x107.jpg 160w\" sizes=\"auto, (max-width: 1200px) 100vw, 1200px\">\u003cfigcaption class=\"wp-caption-text\">Paloma Esqueda and her classmates work on developing a storyboard to plan their civic action infographic during government and economics teacher Judy Smith’s 3rd period government class at San Lorenzo High School in San Lorenzo on Dec. 3, 2024. \u003ccite>(Florence Middleton for CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In addition, a number of bills to strengthen civic engagement have failed in recent years. One would have \u003ca href=\"https://digitaldemocracy.calmatters.org/bills/ca_202320240ab1520?_gl=1*es1vus*_gcl_au*Nzk3MzE2MDMuMTczMTAyMjU2Mg..*_ga*Mjk2NjI4MjAxLjE3MzEwMjI1NjI.*_ga_5TKXNLE5NK*MTczNDYzOTk0OC4yNC4xLjE3MzQ2NDExMzQuMzIuMC4w*_ga_DX0K9PCWYH*MTczNDYzOTk0OC4yNC4xLjE3MzQ2NDA1MTQuMC4wLjA.*_ga_GNY4L81DZE*MTczNDYzOTk0OC4yNC4xLjE3MzQ2NDA1MTQuMC4wLjA.\">created a new position\u003c/a> at the California Department of Education to help school districts build their seal of civic engagement programs. Another would have required schools to offer \u003ca href=\"https://digitaldemocracy.calmatters.org/bills/ca_202320240sb1094?_gl=1*es1vus*_gcl_au*Nzk3MzE2MDMuMTczMTAyMjU2Mg..*_ga*Mjk2NjI4MjAxLjE3MzEwMjI1NjI.*_ga_5TKXNLE5NK*MTczNDYzOTk0OC4yNC4xLjE3MzQ2NDExMzQuMzIuMC4w*_ga_DX0K9PCWYH*MTczNDYzOTk0OC4yNC4xLjE3MzQ2NDA1MTQuMC4wLjA.*_ga_GNY4L81DZE*MTczNDYzOTk0OC4yNC4xLjE3MzQ2NDA1MTQuMC4wLjA.\">hands-on civics projects\u003c/a> to complement their textbook lessons, beginning in elementary school. Both bills died in the Assembly Appropriations Committee.\u003c/p>\n\u003cp>“California absolutely has a ways to go,” Healy said.\u003c/p>\n\u003cp>Change might be tough to come by. While some states teach civics as a year-long course, that’s not likely to happen in California because students’ schedules are so packed with other requirements. Anything that requires money, even if it’s minimal, is likely to face opposition in the \u003ca href=\"https://calmatters.org/politics/capitol/2024/11/california-budget-deficit-legislative-analyst/\">current budget climate\u003c/a>.\u003c/p>\n\u003cp>But advocates need to persist, Herczog said, because there’s a lot at stake.\u003c/p>\n\u003cp>“The future of our democracy is threatened if civic education is not made a priority,” she said. “But it takes wisdom and bold leadership to make it happen.”\u003c/p>\n\u003cp>Smith, the San Lorenzo High civics teacher, started including hands-on projects in her civics class 15 years ago, but expanded it to include \u003ca href=\"https://calmatters.org/education/k-12-education/2023/11/fake-news-california-school/\">media literacy\u003c/a> recently when she noticed the rise of misinformation on social media and in public discourse. She wanted her students to understand how to research issues they care about, and know how to lobby for change.\u003c/p>\n\u003cp>“I get lots of help, but it’s extra work and I do have high standards for the students. I want them to push themselves,” Smith said. “There are so many skills they need to be effective participants in our democracy. My hope is that this class plants the seeds.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"headline": "Not All California Schools Get the Same Civics Lessons. Here's Why",
"datePublished": "2024-12-21T06:00:10-08:00",
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"nprByline": "\u003ca href=\"https://calmatters.org/author/carolyn-jones/\">Carolyn Jones\u003c/a>, CalMatters",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>At some high schools in California, civics is everywhere. It’s part of science and history classes. It’s after school at student council and newspaper meetings. It even happens outside of school, on field trips to the Capitol and volunteer projects in the community. And after four years, it’s recognized with a gold seal on students’ diplomas.\u003c/p>\n\u003cp>But most California high school students don’t have those opportunities. Lower-income students and those in politically mixed — or “purple” — areas where parent pushback is more common often miss out on a comprehensive education on how government works and why it matters. \u003ca href=\"https://www.pewresearch.org/politics/2023/07/12/voter-turnout-2018-2022/\">Voter turnout\u003c/a> among adults nationwide might reflect that disparity in civic engagement, although there are many factors that influence people’s decision to vote and be civically engaged.\u003c/p>\n\u003cp>The stakes are high, as \u003ca href=\"https://sps.columbia.edu/news/real-impact-fake-news-rise-political-misinformation-and-how-we-can-combat-its-influence\">misinformation\u003c/a> and \u003ca href=\"https://www.cde.ca.gov/be/cc/rd/index.asp\">mistrust in government\u003c/a> are on the rise, and the country reflects on a particularly divisive election season.\u003c/p>\n\u003cp>“At a time when we need civics the most, it’s become harder to deliver for everyone,” said Joseph Kahne, an education professor at UC Riverside who’s extensively studied civics education in California.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>All high school students in California are required to take a one-semester government course to graduate. But there’s wide variation in how schools teach that class. For example, some of those classes include hands-on projects that show how the Constitution is relevant today, while others adhere to dry textbook material that’s less engaging.\u003c/p>\n\u003cp>Many lower-income students don’t have access to extracurricular activities, the backbone of civics education outside the classroom. Schools that mostly serve lower-income students are \u003ca href=\"https://www.rand.org/pubs/commentary/2024/03/many-high-schools-across-the-united-states-offer-limited.html\">less likely to have those activities\u003c/a> because they typically require resources like a faculty advisor or money for materials. Nearly 60% of wealthier schools, for example, have a student news outlet, while only 39% of lower-income schools do, \u003ca href=\"https://www.rand.org/pubs/commentary/2024/03/many-high-schools-across-the-united-states-offer-limited.html\">RAND found\u003c/a>. Eighty-five percent of wealthier schools have a student council, but only 73% of lower-income schools do.\u003c/p>\n\u003cp>Even at wealthier schools, there’s a disparity in who participates. Lower-income students tend to have after-school jobs or family obligations, so they can’t take advantage of the same opportunities as their wealthier classmates.\u003c/p>\n\u003cp>“Civics education needs to be woven into the existing school day, in all subjects, so it’s accessible to all students,” said Michelle Herczog, program director of Californians for Civic Learning, which promotes civic education for all grades. “That’s the only way to make it equitable.”\u003c/p>\n\u003cp>The inequities are reflected in adults’ rates of civic engagement nationwide. Americans from both parties who are financially secure are \u003ca href=\"https://www.urban.org/urban-wire/civic-engagement-higher-among-americans-who-are-financially-secure#:~:text=In%20a%20nationally%20representative%20survey,those%20who%20are%20financially%20insecure.\">more likely to vote, volunteer\u003c/a>, trust election results and support democracy, according to the Urban Institute. Latinos are especially affected. According to the Latino Policy and Politics Institute at UCLA, Latinos have the lowest voter registration rate of any ethnic group.\u003c/p>\n\u003cp>“We know that some groups of people are less likely to be civically engaged. It isn’t fair to have your voice not heard,” Kahne said.\u003c/p>\n\u003ch2>Empathy and activism in San Lorenzo\u003c/h2>\n\u003cp>Some schools that serve low-income students have embraced civics education even without a surplus of funding. Students in Judy Smith’s civics classes at San Lorenzo High in the East Bay spend their days delving into issues they care about: homelessness, air pollution, police brutality, drug abuse and other topics.\u003c/p>\n\u003cp>After spending a few weeks learning the nuts-and-bolts of government and democracy, students pick their research topics and set about their plans for addressing the issues. They grill politicians, survey their classmates, write letters to government officials and present their findings to the community.\u003c/p>\n\u003cp>On a recent morning, students were busy debating the subtleties of various policies, and poring over survey results. In a week they were scheduled to make their presentations in the school library, and Smith encouraged them to wear professional attire for the occasion.\u003c/p>\n\u003cp>Armando Espinoza, a senior, said the class has been life-changing. His group was looking into gun violence and its impact on young people, exploring existing laws and legal failures to restrict firearms, especially ghost guns.\u003c/p>\n\u003cp>“At the beginning of the year, it was like, oh, this is just for a grade,” he said. “But as I started learning more, I got engaged in how this problem affects our community. No teenager should have to live through a shooting. For me, it’s been empowering.”\u003c/p>\n\u003cfigure id=\"attachment_12019090\" class=\"wp-caption aligncenter\" style=\"max-width: 1200px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12019090\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/120324_CivicsClass_FM_CM_2.jpg\" alt=\"\" width=\"1200\" height=\"800\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/120324_CivicsClass_FM_CM_2.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/120324_CivicsClass_FM_CM_2-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/120324_CivicsClass_FM_CM_2-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/120324_CivicsClass_FM_CM_2-160x107.jpg 160w\" sizes=\"auto, (max-width: 1200px) 100vw, 1200px\">\u003cfigcaption class=\"wp-caption-text\">A student works on their storyboard about gun violence, during government and economics teacher Judy Smith’s 3rd period government class at San Lorenzo High School in San Lorenzo on Dec. 3, 2024. \u003ccite>(Florence Middleton for CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>His classmate Moniba Hussain said she chose the topic because gun violence is what drove her family from Oakland to the quiet, working-class community of San Lorenzo. Talking to politicians and debating laws with her classmates brought the issue into focus.\u003c/p>\n\u003cp>“We learn that it could be us someday, affected by a shooting,” Hussain said. “This class has pushed us to be more passionate about issues in our community. We learn how issues affect people. We learn empathy.”\u003c/p>\n\u003cp>She was so inspired by the class, in fact, she’s decided to become a lawyer.\u003c/p>\n\u003cp>Meanwhile, another group of students was researching domestic violence against immigrant women, an issue that resonates in a community where more than a third of families are immigrants. Surveying more than 120 classmates, the students learned that 59% had either been a victim of domestic violence or knew someone who was, yet very few knew that there was help available for women who need it.\u003c/p>\n\u003cp>That told them that outreach needed improvement.\u003c/p>\n\u003cp>“Women need to know there’s support for them, that they won’t be deported,” said senior Shary Cetino. “But what we learned is that there really needs to be more outreach and awareness. That’s what we’re hoping for.”\u003c/p>\n\u003ch2>Pushback from parents\u003c/h2>\n\u003cp>For students in politically mixed areas of California, the obstacle isn’t money — it’s often parents. Purple areas tend to see more political conflicts, \u003ca href=\"https://calmatters.org/education/k-12-education/2024/07/trans-youth-california/\">which often play out at schools\u003c/a> in the form of parental protests over “woke” curriculum, trans students’ rights or so-called culture war issues. In a 2023 RAND survey, two-thirds of teachers nationwide said they limit discussions of politics and social issues in the classroom for fear of being attacked by parents and not supported by their administrators.\u003c/p>\n\u003cp>“Among some parents, on the left and right, there’s a fear that civics education includes indoctrination,” said Keri Doggett, vice president of Teach Democracy, which promotes civic education. “Both Democrats and Republicans support civics education. So it’s important, now maybe more than ever, to provide a balanced point of view with multiple perspectives so students can reach their own conclusions.”\u003c/p>\n\u003cp>Shawn Healy, senior policy director at the nonprofit iCivics, which provides civics curriculum, said that declining trust in institutions is at the crux of the debate. Why teach about elections, for example, if elections are rigged? But civics education “is not about teaching blind allegiance to these institutions,” he said, “It’s about improving these institutions.”\u003c/p>\n\u003cfigure id=\"attachment_12019096\" class=\"wp-caption aligncenter\" style=\"max-width: 1200px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12019096\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/120324_CivicsClass_FM_CM_3.jpg\" alt=\"\" width=\"1200\" height=\"800\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/120324_CivicsClass_FM_CM_3.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/120324_CivicsClass_FM_CM_3-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/120324_CivicsClass_FM_CM_3-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/120324_CivicsClass_FM_CM_3-160x107.jpg 160w\" sizes=\"auto, (max-width: 1200px) 100vw, 1200px\">\u003cfigcaption class=\"wp-caption-text\">San Lorenzo High School teacher Judy Smith teaches her 3rd period government class in San Lorenzo on Dec. 3, 2024, as they develop civic action infographics on topics ranging from gun violence to vaping. \u003ccite>(Florence Middleton for CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“That’s what makes this work difficult,” Healy added. “There’s a sense that there’s a political agenda, that schools are trying to lead students in one direction or another. The reaction has been to pull back.”\u003c/p>\n\u003cp>Addressing controversial issues in class is a core part of civics education, Healy said. It’s how students learn to articulate their viewpoints about important issues, listen to those they don’t agree with and even occasionally change their minds. Avoiding classroom debates is “educational malpractice,” he said.\u003c/p>\n\u003ch2>Giving students a voice\u003c/h2>\n\u003cp>At Sierra Vista Middle School in Covina in the San Gabriel Valley, social studies teacher Sheila Edwards has been able to minimize pushback from parents by inviting them into the classroom, sharing lesson plans and generally being transparent about what happens in the classroom.\u003c/p>\n\u003cp>Edwards leads her classes in monthly “civil dialogues,” where students study multiple sides of an issue, such as Supreme Court rulings or the practice of reciting the Pledge of Allegiance in school, and then debate their viewpoints. The general rules, created by students, are that speakers should be polite, attack ideas and not people, and not monopolize the discussion.\u003c/p>\n\u003cp>“When students create their own guidelines and lead the conversations, I’ve found that they really buy into it,” Edwards said. “When you give them a voice, they will use it.”\u003c/p>\n\u003cfigure id=\"attachment_12019102\" class=\"wp-caption aligncenter\" style=\"max-width: 1200px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12019102\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/120324_CivicsClass_FM_CM_4.jpg\" alt=\"\" width=\"1200\" height=\"800\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/120324_CivicsClass_FM_CM_4.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/120324_CivicsClass_FM_CM_4-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/120324_CivicsClass_FM_CM_4-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/120324_CivicsClass_FM_CM_4-160x107.jpg 160w\" sizes=\"auto, (max-width: 1200px) 100vw, 1200px\">\u003cfigcaption class=\"wp-caption-text\">Posters on the wall in the classroom of government and economics teacher, Judy Smith, at San Lorenzo High School in San Lorenzo on Dec. 3, 2024. Smith challenges her students to do innovative civic engagement projects like interviewing local politicians about social issues and creating civic action infographics. \u003ccite>(Florence Middleton for CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>As an adviser for the National Constitution Center, a national civics education organization, Edwards has trained hundreds of teachers to lead class discussions of contentious issues. She advises teachers to stick to the facts, whether it’s curriculum standards or primary sources like party platforms or the Declaration of Independence, rather than focus on individuals. If a student says they like a politician, for example, she asks them to talk about specific issues instead of their support for the person generally.\u003c/p>\n\u003cp>Still, it’s always dicey discussing issues like gun control or LGBTQ rights in classrooms, she said, especially in conservative areas. She often hears from teachers who feel beleaguered because of pushback from parents.\u003c/p>\n\u003cp>“It’s a hard time to be a teacher, social studies teachers in particular,” said Edwards, who’s been a teacher for three decades. “We are on the hot seat. But I like to think of it as an opportunity.”\u003c/p>\n\u003ch2>Struggles in California\u003c/h2>\n\u003cp>Nationwide, 24 states have strengthened their civics education programs in the past few years, and the federal government has quadrupled its grant money for civics education in the last decade.\u003c/p>\n\u003cp>The picture in California is less rosy.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Five years ago, California adopted a “seal of civic engagement” for high school students as an incentive for schools to beef up their civics programs. Modeled on the state’s popular seal of biliteracy, the civics seal allows students to receive a badge on their diplomas indicating that they understand how government and citizenship works, and have researched and taken action on a problem that affects their community. The seal is meant to make the student more competitive on college and job applications.\u003c/p>\n\u003cp>But last year, just 2% — or 11,000 — of graduating seniors \u003ca href=\"https://www.cde.ca.gov/ci/pl/hssstateseal.asp\">received a seal\u003c/a>. Only 86 districts, out of 1,000, participated. The state paperwork is fairly simple, Herczog said, but money and potential backlash from parents is often a deterrent. Although there are plenty of free and low-cost options available, some hands-on civics projects cost money, whether it’s for teacher training or for hiring a bus to take students to the capitol, and districts are reluctant to commit to new expenses.\u003c/p>\n\u003cp>“Who wouldn’t love getting a seal on their diploma? Students love it, but sometimes it comes down to district leadership,” Herczog said.\u003c/p>\n\u003cfigure id=\"attachment_12019107\" class=\"wp-caption aligncenter\" style=\"max-width: 1200px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12019107\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/120324_CivicsClass_FM_CM_5.jpg\" alt=\"\" width=\"1200\" height=\"800\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/120324_CivicsClass_FM_CM_5.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/120324_CivicsClass_FM_CM_5-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/120324_CivicsClass_FM_CM_5-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/120324_CivicsClass_FM_CM_5-160x107.jpg 160w\" sizes=\"auto, (max-width: 1200px) 100vw, 1200px\">\u003cfigcaption class=\"wp-caption-text\">Paloma Esqueda and her classmates work on developing a storyboard to plan their civic action infographic during government and economics teacher Judy Smith’s 3rd period government class at San Lorenzo High School in San Lorenzo on Dec. 3, 2024. \u003ccite>(Florence Middleton for CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In addition, a number of bills to strengthen civic engagement have failed in recent years. One would have \u003ca href=\"https://digitaldemocracy.calmatters.org/bills/ca_202320240ab1520?_gl=1*es1vus*_gcl_au*Nzk3MzE2MDMuMTczMTAyMjU2Mg..*_ga*Mjk2NjI4MjAxLjE3MzEwMjI1NjI.*_ga_5TKXNLE5NK*MTczNDYzOTk0OC4yNC4xLjE3MzQ2NDExMzQuMzIuMC4w*_ga_DX0K9PCWYH*MTczNDYzOTk0OC4yNC4xLjE3MzQ2NDA1MTQuMC4wLjA.*_ga_GNY4L81DZE*MTczNDYzOTk0OC4yNC4xLjE3MzQ2NDA1MTQuMC4wLjA.\">created a new position\u003c/a> at the California Department of Education to help school districts build their seal of civic engagement programs. Another would have required schools to offer \u003ca href=\"https://digitaldemocracy.calmatters.org/bills/ca_202320240sb1094?_gl=1*es1vus*_gcl_au*Nzk3MzE2MDMuMTczMTAyMjU2Mg..*_ga*Mjk2NjI4MjAxLjE3MzEwMjI1NjI.*_ga_5TKXNLE5NK*MTczNDYzOTk0OC4yNC4xLjE3MzQ2NDExMzQuMzIuMC4w*_ga_DX0K9PCWYH*MTczNDYzOTk0OC4yNC4xLjE3MzQ2NDA1MTQuMC4wLjA.*_ga_GNY4L81DZE*MTczNDYzOTk0OC4yNC4xLjE3MzQ2NDA1MTQuMC4wLjA.\">hands-on civics projects\u003c/a> to complement their textbook lessons, beginning in elementary school. Both bills died in the Assembly Appropriations Committee.\u003c/p>\n\u003cp>“California absolutely has a ways to go,” Healy said.\u003c/p>\n\u003cp>Change might be tough to come by. While some states teach civics as a year-long course, that’s not likely to happen in California because students’ schedules are so packed with other requirements. Anything that requires money, even if it’s minimal, is likely to face opposition in the \u003ca href=\"https://calmatters.org/politics/capitol/2024/11/california-budget-deficit-legislative-analyst/\">current budget climate\u003c/a>.\u003c/p>\n\u003cp>But advocates need to persist, Herczog said, because there’s a lot at stake.\u003c/p>\n\u003cp>“The future of our democracy is threatened if civic education is not made a priority,” she said. “But it takes wisdom and bold leadership to make it happen.”\u003c/p>\n\u003cp>Smith, the San Lorenzo High civics teacher, started including hands-on projects in her civics class 15 years ago, but expanded it to include \u003ca href=\"https://calmatters.org/education/k-12-education/2023/11/fake-news-california-school/\">media literacy\u003c/a> recently when she noticed the rise of misinformation on social media and in public discourse. She wanted her students to understand how to research issues they care about, and know how to lobby for change.\u003c/p>\n\u003cp>“I get lots of help, but it’s extra work and I do have high standards for the students. I want them to push themselves,” Smith said. “There are so many skills they need to be effective participants in our democracy. My hope is that this class plants the seeds.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "uc-campuses-resolve-discrimination-complaints-stemming-from-gaza-protests",
"title": "UC Campuses Resolve Discrimination Complaints Stemming From Gaza Protests",
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"headTitle": "UC Campuses Resolve Discrimination Complaints Stemming From Gaza Protests | KQED",
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"content": "\u003cp>The U.S. Department of Education said Friday it has reached an agreement with the University of California system resolving complaints from Jewish and Muslim students of discrimination and harassment during \u003ca href=\"https://apnews.com/article/israel-palestinian-campus-student-protests-war-c6e5549532c85f13493daa22d0d143ac\">protests last spring\u003c/a> over the war in Gaza.\u003c/p>\n\u003cp>The department’s Office for Civil Rights said it investigated nine complaints against University of California schools in Los Angeles (UCLA), Santa Barbara, San Diego, Davis and Santa Cruz. The complaints alleged the schools failed to respond effectively to anti-Semitic and anti-Arab harassment.\u003c/p>\n\u003cp>The civil rights office concluded the universities “appear not to have responded promptly or effectively” to allegations of discrimination and harassment that were brought to the administrations’ attention.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Under the agreement, the schools must step up reporting of complaints to the OCR office and review all complaints and reports of harassment from the past two academic years to determine if further action is needed. The agreement also calls for more training of university employees and campus police officers about their obligations under federal law.\u003c/p>\n\u003cp>The University of California system said the agreement is one of several steps it is taking to ensure its campuses are respectful and welcoming to all.\u003c/p>\n\u003cp>“Ensuring an inclusive University environment requires sustained focus and action,” the system said in a written statement.\u003c/p>\n\u003cp>Colleges and universities nationwide saw tension and at times violence \u003ca href=\"https://apnews.com/article/college-protest-israel-hamas-war-arrest-charges-7cb75debddc2e8bd795d16515d07de09\">erupt on campuses\u003c/a> after the onset of the Israel-Hamas war, with dueling campus rallies and widespread allegations of anti-Semitism and anti-Arab harassment.\u003c/p>\n\u003cp>The Department of Education has been investigating dozens of complaints that campuses violated Title VI, which bars discrimination or harassment on the basis of race, color and national origin at colleges and universities that receive federal funding. Examples of harassment can include slurs, taunts, stereotypes, name-calling and racially motivated attacks or hateful conduct, according to the department’s website.\u003c/p>\n\u003cp>The department reached a similar \u003ca href=\"https://apnews.com/article/brown-university-discrimination-harassment-agreement-c795628a9f53df2a91b4d4086cc0629d\">agreement with Brown University\u003c/a> in July.\u003c/p>\n\u003cp>A separate investigation found the University of Cincinnati did not respond appropriately to reports of harassment, the Office of Civil Rights said Friday. Examples from some two dozen complaints include a Palestinian student who reported receiving death threats, which the university did not investigate, and a Jewish student whose home was egged and smeared with feces. Like the University of California, Cincinnati agreed to take steps to improve compliance with Title VI.[aside label=\"Related Stories\" postID=\"news_12000859,news_12001778,news_12005478\"]UCLA’s \u003ca href=\"https://apnews.com/article/ucla-palestine-gaza-protests-783ea2f4ba88a8cfa2fa15c5ae5ba611\">handling of dispersing its encampment\u003c/a> in the spring drew widespread criticism. Chaos erupted after hundreds of protesters defied orders from campus police to leave the encampment. One night, counter-protesters attacked the pro-Palestinian encampment, throwing traffic cones and firing pepper spray, with fighting that continued for hours before police stepped in.\u003c/p>\n\u003cp>The investigation into UCLA stemmed partly from concerns of compliance related to about 150 reports the school received about rallies in October and November 2023 as well as a pro-Palestinian encampment in the spring, the department said.\u003c/p>\n\u003cp>“Of particular concern were reports of violence against students of Jewish ancestry … and of a violent assault by counter-protesters on pro-Palestinian protesters” at the encampment, the department said.\u003c/p>\n\u003cp>At rallies, protesters chanted “death to Israel” and “no peace until they’re dead,” the department said. At the encampment, protesters maintained checkpoints that excluded Jewish students from the protest area and parts of the campus, prompting the school’s chancellor to issue a statement saying Jewish students on campus, among others, felt “a state of anxiety and fear.”\u003c/p>\n\u003cp>Muslim and Palestinian students experienced “unwanted filming, doxing, and being followed” on or near the UCLA campus, the department said. A task force report cited by the department said counter-protesters heckled people inside the encampment, saying things like, “you’re a jihadist,” and “you’re a terrorist.”\u003c/p>\n\u003cp>The four other UC campuses also had “widely reported incidents” of alleged harassment against students, the civil rights office said. UC Santa Barbara was notified of anti-Semitic vandalism at a dorm and signs posted at a student center that targeted Jewish students by name; UC San Diego and UC Davis also received complaints about students experiencing or witnessing anti-Semitic comments or actions by students and professors.\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The U.S. Department of Education said Friday it has reached an agreement with the University of California system resolving complaints from Jewish and Muslim students of discrimination and harassment during \u003ca href=\"https://apnews.com/article/israel-palestinian-campus-student-protests-war-c6e5549532c85f13493daa22d0d143ac\">protests last spring\u003c/a> over the war in Gaza.\u003c/p>\n\u003cp>The department’s Office for Civil Rights said it investigated nine complaints against University of California schools in Los Angeles (UCLA), Santa Barbara, San Diego, Davis and Santa Cruz. The complaints alleged the schools failed to respond effectively to anti-Semitic and anti-Arab harassment.\u003c/p>\n\u003cp>The civil rights office concluded the universities “appear not to have responded promptly or effectively” to allegations of discrimination and harassment that were brought to the administrations’ attention.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Under the agreement, the schools must step up reporting of complaints to the OCR office and review all complaints and reports of harassment from the past two academic years to determine if further action is needed. The agreement also calls for more training of university employees and campus police officers about their obligations under federal law.\u003c/p>\n\u003cp>The University of California system said the agreement is one of several steps it is taking to ensure its campuses are respectful and welcoming to all.\u003c/p>\n\u003cp>“Ensuring an inclusive University environment requires sustained focus and action,” the system said in a written statement.\u003c/p>\n\u003cp>Colleges and universities nationwide saw tension and at times violence \u003ca href=\"https://apnews.com/article/college-protest-israel-hamas-war-arrest-charges-7cb75debddc2e8bd795d16515d07de09\">erupt on campuses\u003c/a> after the onset of the Israel-Hamas war, with dueling campus rallies and widespread allegations of anti-Semitism and anti-Arab harassment.\u003c/p>\n\u003cp>The Department of Education has been investigating dozens of complaints that campuses violated Title VI, which bars discrimination or harassment on the basis of race, color and national origin at colleges and universities that receive federal funding. Examples of harassment can include slurs, taunts, stereotypes, name-calling and racially motivated attacks or hateful conduct, according to the department’s website.\u003c/p>\n\u003cp>The department reached a similar \u003ca href=\"https://apnews.com/article/brown-university-discrimination-harassment-agreement-c795628a9f53df2a91b4d4086cc0629d\">agreement with Brown University\u003c/a> in July.\u003c/p>\n\u003cp>A separate investigation found the University of Cincinnati did not respond appropriately to reports of harassment, the Office of Civil Rights said Friday. Examples from some two dozen complaints include a Palestinian student who reported receiving death threats, which the university did not investigate, and a Jewish student whose home was egged and smeared with feces. Like the University of California, Cincinnati agreed to take steps to improve compliance with Title VI.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>UCLA’s \u003ca href=\"https://apnews.com/article/ucla-palestine-gaza-protests-783ea2f4ba88a8cfa2fa15c5ae5ba611\">handling of dispersing its encampment\u003c/a> in the spring drew widespread criticism. Chaos erupted after hundreds of protesters defied orders from campus police to leave the encampment. One night, counter-protesters attacked the pro-Palestinian encampment, throwing traffic cones and firing pepper spray, with fighting that continued for hours before police stepped in.\u003c/p>\n\u003cp>The investigation into UCLA stemmed partly from concerns of compliance related to about 150 reports the school received about rallies in October and November 2023 as well as a pro-Palestinian encampment in the spring, the department said.\u003c/p>\n\u003cp>“Of particular concern were reports of violence against students of Jewish ancestry … and of a violent assault by counter-protesters on pro-Palestinian protesters” at the encampment, the department said.\u003c/p>\n\u003cp>At rallies, protesters chanted “death to Israel” and “no peace until they’re dead,” the department said. At the encampment, protesters maintained checkpoints that excluded Jewish students from the protest area and parts of the campus, prompting the school’s chancellor to issue a statement saying Jewish students on campus, among others, felt “a state of anxiety and fear.”\u003c/p>\n\u003cp>Muslim and Palestinian students experienced “unwanted filming, doxing, and being followed” on or near the UCLA campus, the department said. A task force report cited by the department said counter-protesters heckled people inside the encampment, saying things like, “you’re a jihadist,” and “you’re a terrorist.”\u003c/p>\n\u003cp>The four other UC campuses also had “widely reported incidents” of alleged harassment against students, the civil rights office said. UC Santa Barbara was notified of anti-Semitic vandalism at a dorm and signs posted at a student center that targeted Jewish students by name; UC San Diego and UC Davis also received complaints about students experiencing or witnessing anti-Semitic comments or actions by students and professors.\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"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. ",
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"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.",
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"mindshift": {
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"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>",
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"order": 12
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"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?",
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"politicalbreakdown": {
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"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
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"possible": {
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"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
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"pri-the-world": {
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"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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},
"reveal": {
"id": "reveal",
"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
"airtime": "SAT 4pm-5pm",
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"officialWebsiteLink": "https://www.revealnews.org/episodes/",
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"link": "/radio/program/reveal",
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"rss": "http://feeds.revealradio.org/revealpodcast"
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},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
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