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"content": "\u003cp>A controversial proposal to merge 10 schools appears to have stalled at the Oakland school board, which opted not to vote on the consolidations on Wednesday night as planned.\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/news/tag/oakland-unified-school-district\">Oakland Unified School District\u003c/a> is at risk of running out of money if it does not take steps to quickly close a $95 million shortfall projected in next year’s budget and a larger structural deficit long-term, according to its most recent financial report. The mergers, which would \u003ca href=\"https://www.kqed.org/news/12013739/oakland-school-board-spurns-campus-closures-plans-merge-some-schools-instead\">combine 10 small schools that share five campuses\u003c/a>, could save $3 million, according to the district — leaving significant cuts to be made as OUSD faces a possible backslide into total state control.\u003c/p>\n\u003cp>The board did pass a resolution on Wednesday, giving the district permission to implement more than two dozen other cost-cutting measures into the 2025–26 budget to try to bridge that nearly hundred-million-dollar gap, though it represents only an initial step and no confirmed cuts.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Among the long list of budget-balancing proposals from district staff, the school merger plan was \u003ca href=\"https://www.kqed.org/news/12014397/parents-teachers-say-oakland-school-mergers-could-hurt-students-in-the-flatlands\">especially unpopular with families and school employees\u003c/a>, who worried it would disproportionately hurt low-income schools and remove specialized programs.\u003c/p>\n\u003cp>“The proposals, past and present … are not OK. They are not inclusive of our families and our students,” said parent Elizabeth Knight, whose child is in transitional kindergarten at International Community School, one of the schools that would have merged. “If the district’s vision to reduce the footprint is to get every elementary school to 500-plus students, say this transparently without jargon. And include the schools that are not under-resourced, that are not serving majority socio-economically disadvantaged students.”\u003c/p>\n\u003cfigure id=\"attachment_12017852\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12017852\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-033.jpg\" alt=\"\" width=\"2000\" height=\"1332\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-033.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-033-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-033-1020x679.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-033-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-033-1536x1023.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-033-1920x1279.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">The Oakland Unified School District Board listens to public comment during a meeting at La Escuelita Elementary School in Oakland on Wednesday, Dec. 11, 2024. Students, families, educators, and community members raised their concerns about a proposed merger of their schools. \u003ccite>(Juliana Yamada/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>After hearing from emotional students, parents and staff members, no board member made a motion to vote on the item.\u003c/p>\n\u003cp>“There has been no motion, so there is no vote, and this will not happen,” Board President Sam Davis told the packed board room. “This will not move forward. There’s nothing happening on the mergers tonight.”\u003c/p>\n\u003cp>The newly elected school board could return to some version of the merger proposal in January after it is sworn in, though the plan likely won’t gain any more support. Davis, one of the strongest advocates for the mergers, will depart the board after this term. Rachel Latta, who will fill his seat, and Patrice Berry, who will represent District 5, have both been skeptical of the effort.\u003c/p>\n\u003cp>Wednesday wasn’t the first time that school closures, posited as a cost-saving measure for the district as it battles low enrollment and rising costs, have been kicked down the road in OUSD. In 2021, a plan to shutter 11 campuses — which spurred widespread outrage and even a \u003ca href=\"https://www.kqed.org/news/11905982/how-dare-you-oakland-school-closure-decision-inspires-new-opposition-efforts\">hunger strike by two staff members\u003c/a> — was reversed.\u003c/p>\n\u003cfigure id=\"attachment_12017855\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12017855\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-012.jpg\" alt=\"\" width=\"2000\" height=\"1332\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-012.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-012-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-012-1020x679.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-012-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-012-1536x1023.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-012-1920x1279.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Navie Davis, 14, becomes emotional as she makes a public comment to the Oakland Unified School District Board about a proposed merger during a meeting at La Escuelita Elementary School in Oakland on Wednesday, Dec. 11, 2024. \u003ccite>(Juliana Yamada/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Board member Mike Hutchinson, who led the effort to reverse the earlier school closures, did not appear at the dais until after discussion of the mergers ended on Wednesday. He has also been vocally opposed to this year’s proposal for school closures, which was initially a more robust plan to shutter campuses in addition to the mergers.\u003c/p>\n\u003cp>Davis, who supported the wider closure plan, said a larger list of campus consolidations presented to board members by Superintendent Kyla Johnson-Trammell was dropped due to a lack of support.\u003c/p>\n\u003cp>Because of \u003ca href=\"https://www.kqed.org/news/11726682/why-does-oakland-have-so-many-small-schools.\">Oakland’s movement toward small schools\u003c/a> and declining enrollment, it is operating more schools than it needs to, according to the district. OUSD currently has 77 school sites, despite an efficiency analysis that suggested it should only have 46. Davis believes the true number that OUSD should maintain, considering equity and other factors, likely falls somewhere in the middle.\u003c/p>\n\u003cp>While the consolidation plan won’t go forward as of now, district staff warned the board that there isn’t time to push off deep and likely painful cuts.\u003c/p>\n\u003cfigure id=\"attachment_12017853\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12017853\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-029.jpg\" alt=\"\" width=\"2000\" height=\"1334\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-029.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-029-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-029-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-029-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-029-1536x1025.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-029-1920x1281.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Naija Garg, 8, attends the Oakland Unified School District Board Meeting at La Escuelita Elementary School in Oakland on Wednesday, Dec. 11, 2024. The School Board took public comment on a proposed merger of ten different schools. \u003ccite>(Juliana Yamada/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We are a billion-dollar organization, which is why you have got to make billion-dollar organization decisions,” chief business officer Lisa Grant-Dawson said. “I don’t see it, and I’m very concerned about the darkness. I don’t see how we’re going to get there.”\u003c/p>\n\u003cp>The district certified a negative budget on Wednesday, which indicates that if its spending remains as is, it will likely be unable to pay its expenses over the next two years.\u003c/p>\n\u003cp>Meanwhile, it is 18 months away from completing its final loan payment to the state and exiting state receivership. OUSD has been under state control since 2002, when it ran out of funds.\u003c/p>\n\u003cp>[aside postID=news_12017631 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2024/10/SFUSDStudentsFamiliesGetty-1020x680.jpg']\u003c/p>\n\u003cp>In recent years, OUSD has worked toward good financial standing and built up a strong reserve fund, but its growth has quickly turned into overspending, as wages and the community school model have driven up spending and pandemic relief funds dried up.\u003c/p>\n\u003cp>In June 2023, the board voted to give teachers a 10% raise after they \u003ca href=\"https://www.kqed.org/news/11949458/oakland-teachers-strike-ends-as-union-reaches-agreement-with-school-district\">went on a seven-day strike\u003c/a>. But without making necessary budget adjustments elsewhere, the district has been spending beyond its means to cover these new wages.\u003c/p>\n\u003cp>“This is a crisis that we very intentionally created because we decided as a board that we absolutely needed to prioritize giving increased compensation to all of our employees because people are leaving education, costs are rising around the Bay Area,” Davis said. “We needed to give raises to all of our employees, even though we didn’t have the resources to do it.”\u003c/p>\n\u003cp>The budget-balancing proposal passed by the board on Wednesday gives the district permission to implement 30 outlined cost-cutting solutions into the 2025–26 budget. Those include centralizing contracts, both with service manufacturers — like those that provide copiers — and community agencies. Both have historically been managed by school sites.\u003c/p>\n\u003cp>Other options are to reduce schools’ discretionary funding, potentially eliminating some positions and reducing the majority of overtime pay.\u003c/p>\n\u003cp>The motion passed with four votes. Board Directors VanCedric Williams, Valarie Bachelor and Davis dissented for differing reasons.\u003c/p>\n\u003cp>Even with the other cost-cutting measures, though, Johnson-Trammell said she believes school consolidations are only a matter of time.\u003c/p>\n\u003cp>“We can’t get to closing the deficit for good without addressing the number of schools we have,” she said. “This is math. This isn’t conjecture. There is not $95 million worth of investments, staff — support and central office — to get you out of that.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A controversial proposal to merge 10 schools appears to have stalled at the Oakland school board, which opted not to vote on the consolidations on Wednesday night as planned.\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/news/tag/oakland-unified-school-district\">Oakland Unified School District\u003c/a> is at risk of running out of money if it does not take steps to quickly close a $95 million shortfall projected in next year’s budget and a larger structural deficit long-term, according to its most recent financial report. The mergers, which would \u003ca href=\"https://www.kqed.org/news/12013739/oakland-school-board-spurns-campus-closures-plans-merge-some-schools-instead\">combine 10 small schools that share five campuses\u003c/a>, could save $3 million, according to the district — leaving significant cuts to be made as OUSD faces a possible backslide into total state control.\u003c/p>\n\u003cp>The board did pass a resolution on Wednesday, giving the district permission to implement more than two dozen other cost-cutting measures into the 2025–26 budget to try to bridge that nearly hundred-million-dollar gap, though it represents only an initial step and no confirmed cuts.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Among the long list of budget-balancing proposals from district staff, the school merger plan was \u003ca href=\"https://www.kqed.org/news/12014397/parents-teachers-say-oakland-school-mergers-could-hurt-students-in-the-flatlands\">especially unpopular with families and school employees\u003c/a>, who worried it would disproportionately hurt low-income schools and remove specialized programs.\u003c/p>\n\u003cp>“The proposals, past and present … are not OK. They are not inclusive of our families and our students,” said parent Elizabeth Knight, whose child is in transitional kindergarten at International Community School, one of the schools that would have merged. “If the district’s vision to reduce the footprint is to get every elementary school to 500-plus students, say this transparently without jargon. And include the schools that are not under-resourced, that are not serving majority socio-economically disadvantaged students.”\u003c/p>\n\u003cfigure id=\"attachment_12017852\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12017852\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-033.jpg\" alt=\"\" width=\"2000\" height=\"1332\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-033.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-033-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-033-1020x679.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-033-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-033-1536x1023.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-033-1920x1279.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">The Oakland Unified School District Board listens to public comment during a meeting at La Escuelita Elementary School in Oakland on Wednesday, Dec. 11, 2024. Students, families, educators, and community members raised their concerns about a proposed merger of their schools. \u003ccite>(Juliana Yamada/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>After hearing from emotional students, parents and staff members, no board member made a motion to vote on the item.\u003c/p>\n\u003cp>“There has been no motion, so there is no vote, and this will not happen,” Board President Sam Davis told the packed board room. “This will not move forward. There’s nothing happening on the mergers tonight.”\u003c/p>\n\u003cp>The newly elected school board could return to some version of the merger proposal in January after it is sworn in, though the plan likely won’t gain any more support. Davis, one of the strongest advocates for the mergers, will depart the board after this term. Rachel Latta, who will fill his seat, and Patrice Berry, who will represent District 5, have both been skeptical of the effort.\u003c/p>\n\u003cp>Wednesday wasn’t the first time that school closures, posited as a cost-saving measure for the district as it battles low enrollment and rising costs, have been kicked down the road in OUSD. In 2021, a plan to shutter 11 campuses — which spurred widespread outrage and even a \u003ca href=\"https://www.kqed.org/news/11905982/how-dare-you-oakland-school-closure-decision-inspires-new-opposition-efforts\">hunger strike by two staff members\u003c/a> — was reversed.\u003c/p>\n\u003cfigure id=\"attachment_12017855\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12017855\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-012.jpg\" alt=\"\" width=\"2000\" height=\"1332\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-012.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-012-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-012-1020x679.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-012-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-012-1536x1023.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-012-1920x1279.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Navie Davis, 14, becomes emotional as she makes a public comment to the Oakland Unified School District Board about a proposed merger during a meeting at La Escuelita Elementary School in Oakland on Wednesday, Dec. 11, 2024. \u003ccite>(Juliana Yamada/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Board member Mike Hutchinson, who led the effort to reverse the earlier school closures, did not appear at the dais until after discussion of the mergers ended on Wednesday. He has also been vocally opposed to this year’s proposal for school closures, which was initially a more robust plan to shutter campuses in addition to the mergers.\u003c/p>\n\u003cp>Davis, who supported the wider closure plan, said a larger list of campus consolidations presented to board members by Superintendent Kyla Johnson-Trammell was dropped due to a lack of support.\u003c/p>\n\u003cp>Because of \u003ca href=\"https://www.kqed.org/news/11726682/why-does-oakland-have-so-many-small-schools.\">Oakland’s movement toward small schools\u003c/a> and declining enrollment, it is operating more schools than it needs to, according to the district. OUSD currently has 77 school sites, despite an efficiency analysis that suggested it should only have 46. Davis believes the true number that OUSD should maintain, considering equity and other factors, likely falls somewhere in the middle.\u003c/p>\n\u003cp>While the consolidation plan won’t go forward as of now, district staff warned the board that there isn’t time to push off deep and likely painful cuts.\u003c/p>\n\u003cfigure id=\"attachment_12017853\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12017853\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-029.jpg\" alt=\"\" width=\"2000\" height=\"1334\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-029.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-029-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-029-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-029-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-029-1536x1025.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-029-1920x1281.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Naija Garg, 8, attends the Oakland Unified School District Board Meeting at La Escuelita Elementary School in Oakland on Wednesday, Dec. 11, 2024. The School Board took public comment on a proposed merger of ten different schools. \u003ccite>(Juliana Yamada/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We are a billion-dollar organization, which is why you have got to make billion-dollar organization decisions,” chief business officer Lisa Grant-Dawson said. “I don’t see it, and I’m very concerned about the darkness. I don’t see how we’re going to get there.”\u003c/p>\n\u003cp>The district certified a negative budget on Wednesday, which indicates that if its spending remains as is, it will likely be unable to pay its expenses over the next two years.\u003c/p>\n\u003cp>Meanwhile, it is 18 months away from completing its final loan payment to the state and exiting state receivership. OUSD has been under state control since 2002, when it ran out of funds.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In recent years, OUSD has worked toward good financial standing and built up a strong reserve fund, but its growth has quickly turned into overspending, as wages and the community school model have driven up spending and pandemic relief funds dried up.\u003c/p>\n\u003cp>In June 2023, the board voted to give teachers a 10% raise after they \u003ca href=\"https://www.kqed.org/news/11949458/oakland-teachers-strike-ends-as-union-reaches-agreement-with-school-district\">went on a seven-day strike\u003c/a>. But without making necessary budget adjustments elsewhere, the district has been spending beyond its means to cover these new wages.\u003c/p>\n\u003cp>“This is a crisis that we very intentionally created because we decided as a board that we absolutely needed to prioritize giving increased compensation to all of our employees because people are leaving education, costs are rising around the Bay Area,” Davis said. “We needed to give raises to all of our employees, even though we didn’t have the resources to do it.”\u003c/p>\n\u003cp>The budget-balancing proposal passed by the board on Wednesday gives the district permission to implement 30 outlined cost-cutting solutions into the 2025–26 budget. Those include centralizing contracts, both with service manufacturers — like those that provide copiers — and community agencies. Both have historically been managed by school sites.\u003c/p>\n\u003cp>Other options are to reduce schools’ discretionary funding, potentially eliminating some positions and reducing the majority of overtime pay.\u003c/p>\n\u003cp>The motion passed with four votes. Board Directors VanCedric Williams, Valarie Bachelor and Davis dissented for differing reasons.\u003c/p>\n\u003cp>Even with the other cost-cutting measures, though, Johnson-Trammell said she believes school consolidations are only a matter of time.\u003c/p>\n\u003cp>“We can’t get to closing the deficit for good without addressing the number of schools we have,” she said. “This is math. This isn’t conjecture. There is not $95 million worth of investments, staff — support and central office — to get you out of that.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>The renovations are done. Diaper changing tables and cribs are in place. Teachers are hired.\u003c/p>\n\u003cp>Dozens of preschools and child care centers across California are just waiting for the licenses they need to care for infants and toddlers, but a change in state fire regulations has disrupted their operations and forced them to turn away or delay enrolling thousands of children.\u003c/p>\n\u003cp>“We already have a shortage of infant and toddler care. This just exasperates it,” said Stacey Scarborough, director of an Early Head Start program for Venice Family Clinic, a health care and social service organization in Los Angeles.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>She said her agency had almost finished converting the ground floor of a homeless family shelter into an Early Head Start center when she heard about \u003ca href=\"https://codes.iccsafe.org/s/CABC2022P1/chapter-3-occupancy-classification-and-use/CABC2022P1-Ch03-Sec305.2\">an updated state building code\u003c/a>, limiting five babies and toddlers per classroom unless the child care facility has a sprinkler system, fire walls and other fire safety equipment.\u003c/p>\n\u003cp>Architects and contractors didn’t know they had to install sprinklers, which meant Scarborough would need to spend more time and money to make the upgrade — or lower enrollment and staff and risk losing her federal grant.\u003c/p>\n\u003cp>“It hits everything,” she said.\u003c/p>\n\u003cp>The regulation went into effect in 2023, but a lack of communication by state regulators left child care centers in the dark. They found out about it earlier this year when they applied for licenses to care for children under 3 and failed to obtain fire clearance. The rule change comes at a time when many child care centers are seeking to serve more younger kids as they lose 3- and 4-year-olds to California’s expansion of transitional kindergarten and other public preschool programs.\u003c/p>\n\u003cp>To reconfigure their operations, centers have to meet a different set of health and safety regulations for infant and toddler care, including adhering to a strict ratio of one adult for up to four children. Scarborough planned on grouping eight infants and toddlers in a classroom with two teachers. She said the new building code limiting a classroom to five didn’t align with licensing rules.\u003c/p>\n\u003cp>“It was kind of a random number that didn’t make sense because we’re already set up for eight,” Scarborough said.\u003c/p>\n\u003cp>State fire officials said the updated building code conforms to international standards and that it makes sense to place strict limits on the number of infants and toddlers allowed in a room because they can’t evacuate on their own during an emergency.\u003c/p>\n\u003cp>“They’re non-ambulatory, as we call them, and so we add extra levels of safety precautions to add more time,” Fire Marshal Daniel Berlant told KQED.\u003c/p>\n\u003cp>Berlant acknowledged a “huge lack of communication of the rollout of the code.” The rule applies to new facilities, he said, but many local fire inspectors assumed that child care centers applying for a new license also had to comply with it.\u003c/p>\n\u003cp>\u003cstrong>“\u003c/strong>While the fire code explicitly states that these requirements are not retroactive — they’re only for new facilities — many [child care centers] were going and getting this new license type and they were selecting the boxes, saying they’re a new license,” he said. “They \u003cem>were\u003c/em> a new license, but they weren’t a new facility. And so that created a lot of confusion with local fire marshals.”\u003c/p>\n\u003cfigure id=\"attachment_12017806\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12017806\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-ChildcareFireSafety-JY-006.jpg\" alt=\"\" width=\"2000\" height=\"1332\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-ChildcareFireSafety-JY-006.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-ChildcareFireSafety-JY-006-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-ChildcareFireSafety-JY-006-1020x679.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-ChildcareFireSafety-JY-006-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-ChildcareFireSafety-JY-006-1536x1023.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-ChildcareFireSafety-JY-006-1920x1279.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">The toddler room at Kidango Eary Care & Education in San José on Wednesday, Dec. 11, 2024. \u003ccite>(Juliana Yamada/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Advocates pushed back against the updated code and criticized regulators for failing to consult with them.\u003c/p>\n\u003cp>“We operate in terms of ratios. So as long as we have enough adults per kiddo, we can get those kiddos out of the building,” said Melanee Cottril, executive director of Head Start California.\u003c/p>\n\u003cp>Centers are required to have cribs on wheels so they can evacuate babies during emergencies, she added.\u003c/p>\n\u003cp>Her association, along with several other child care organizations, surveyed 320 providers across the state in August and 34% said they responded to the code change by closing newly renovated classrooms, reducing slots for infants and toddlers or seeking estimates for fire sprinklers so they could salvage their plans. The survey estimated that more than 2,250 infants and toddlers lost or could lose access to center-based care.\u003c/p>\n\u003cp>Under pressure from child care advocates, lawmakers passed a bill in September that gives providers a break until the Office of the State Fire Marshal and the California Department of Social Services, which oversees child care licensing, come up with new occupancy standards for child care centers.\u003c/p>\n\u003cp>Both departments \u003ca href=\"https://www.cdss.ca.gov/Portals/9/CCLD/PINs/2024/CCP/PIN%2024-13.1%20AB%20176.pdf\">issued notices about the change (PDF)\u003c/a>, but \u003ca href=\"https://34c031f8-c9fd-4018-8c5a-4159cdff6b0d-cdn-endpoint.azureedge.net/-/media/osfm-website/resources/information-bulletins/2024-bulletins/november-2024/24012-child-care-centers--occupancy-classification-and-use-updated.pdf?rev=01a30f5a765847adad2f7ba670f3ddd6&hash=7F053EC54844BBD6D5909F850D11C21B\">the news\u003c/a> is still trickling to local fire inspectors.\u003c/p>\n\u003cp>Last week, a child care provider reached out to a Sacramento Metropolitan Fire District inspector to clarify the rules and was told by email that if she wanted to open an infant care room in her preschool, the whole building would need fire sprinklers.\u003c/p>\n\u003cp>Another provider in Sacramento said she had enough indoor and outdoor space to enroll more infants and toddlers but canceled her plans when she got a $1 million estimate to add sprinklers and other plumbing to increase water pressure.\u003c/p>\n\u003cp>“Child care is a low-margin business. None of us are in this to make money, and trying to dig your way out of a million-dollar upfront debt was a deal-breaker for us,” said Francesca Winn, co-owner of Acorn to Oak nursery and preschool.\u003c/p>\n\u003cp>She said roughly 1,000 families are on her waitlist for child care, and she’s disappointed she couldn’t help more of them.[aside label=\"Related Stories\" postID=\"news_12016440,news_12009791,news_12014476\"]Margarita Saucedo, the director of program development for Kidango, a subsidized child care provider in the South Bay and East Bay, said a fire inspector refused to come to a center she tried to re-license for infant care in San José until fire sprinklers were installed.\u003c/p>\n\u003cp>She said the work would have cost about $150,000 and would have forced the closure of other classrooms at the center for several months.\u003c/p>\n\u003cp>“We would have a period of time where families would not have child care. What do we do for all these families?” Saucedo said.\u003c/p>\n\u003cp>Saucedo said that after lawmakers granted providers a reprieve, she received fire clearance but is still awaiting approval from state licensing regulators before she can open classrooms to infants and toddlers.\u003c/p>\n\u003cp>Scarborough was also awaiting final approvals from licensing to open the Early Head Start classroom at the family shelter.\u003c/p>\n\u003cp>Berlant said starting next year, his office, along with the California Department of Social Services, will consult with child care facility operators, local fire officials and other stakeholders as they develop a new building code. He said it will also be important to set standards for existing facilities that can’t “do all those costly retrofits” and figure out how to “provide additional support or programs to help new facilities meet these codes.”\u003c/p>\n\u003cp>“We recognize that access to child care is critical, as is the safety of our children and our workers … but in particular in child care facilities where children are not able to evacuate on their own,” Berlant said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>She said her agency had almost finished converting the ground floor of a homeless family shelter into an Early Head Start center when she heard about \u003ca href=\"https://codes.iccsafe.org/s/CABC2022P1/chapter-3-occupancy-classification-and-use/CABC2022P1-Ch03-Sec305.2\">an updated state building code\u003c/a>, limiting five babies and toddlers per classroom unless the child care facility has a sprinkler system, fire walls and other fire safety equipment.\u003c/p>\n\u003cp>Architects and contractors didn’t know they had to install sprinklers, which meant Scarborough would need to spend more time and money to make the upgrade — or lower enrollment and staff and risk losing her federal grant.\u003c/p>\n\u003cp>“It hits everything,” she said.\u003c/p>\n\u003cp>The regulation went into effect in 2023, but a lack of communication by state regulators left child care centers in the dark. They found out about it earlier this year when they applied for licenses to care for children under 3 and failed to obtain fire clearance. The rule change comes at a time when many child care centers are seeking to serve more younger kids as they lose 3- and 4-year-olds to California’s expansion of transitional kindergarten and other public preschool programs.\u003c/p>\n\u003cp>To reconfigure their operations, centers have to meet a different set of health and safety regulations for infant and toddler care, including adhering to a strict ratio of one adult for up to four children. Scarborough planned on grouping eight infants and toddlers in a classroom with two teachers. She said the new building code limiting a classroom to five didn’t align with licensing rules.\u003c/p>\n\u003cp>“It was kind of a random number that didn’t make sense because we’re already set up for eight,” Scarborough said.\u003c/p>\n\u003cp>State fire officials said the updated building code conforms to international standards and that it makes sense to place strict limits on the number of infants and toddlers allowed in a room because they can’t evacuate on their own during an emergency.\u003c/p>\n\u003cp>“They’re non-ambulatory, as we call them, and so we add extra levels of safety precautions to add more time,” Fire Marshal Daniel Berlant told KQED.\u003c/p>\n\u003cp>Berlant acknowledged a “huge lack of communication of the rollout of the code.” The rule applies to new facilities, he said, but many local fire inspectors assumed that child care centers applying for a new license also had to comply with it.\u003c/p>\n\u003cp>\u003cstrong>“\u003c/strong>While the fire code explicitly states that these requirements are not retroactive — they’re only for new facilities — many [child care centers] were going and getting this new license type and they were selecting the boxes, saying they’re a new license,” he said. “They \u003cem>were\u003c/em> a new license, but they weren’t a new facility. And so that created a lot of confusion with local fire marshals.”\u003c/p>\n\u003cfigure id=\"attachment_12017806\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12017806\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-ChildcareFireSafety-JY-006.jpg\" alt=\"\" width=\"2000\" height=\"1332\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-ChildcareFireSafety-JY-006.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-ChildcareFireSafety-JY-006-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-ChildcareFireSafety-JY-006-1020x679.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-ChildcareFireSafety-JY-006-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-ChildcareFireSafety-JY-006-1536x1023.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-ChildcareFireSafety-JY-006-1920x1279.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">The toddler room at Kidango Eary Care & Education in San José on Wednesday, Dec. 11, 2024. \u003ccite>(Juliana Yamada/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Advocates pushed back against the updated code and criticized regulators for failing to consult with them.\u003c/p>\n\u003cp>“We operate in terms of ratios. So as long as we have enough adults per kiddo, we can get those kiddos out of the building,” said Melanee Cottril, executive director of Head Start California.\u003c/p>\n\u003cp>Centers are required to have cribs on wheels so they can evacuate babies during emergencies, she added.\u003c/p>\n\u003cp>Her association, along with several other child care organizations, surveyed 320 providers across the state in August and 34% said they responded to the code change by closing newly renovated classrooms, reducing slots for infants and toddlers or seeking estimates for fire sprinklers so they could salvage their plans. The survey estimated that more than 2,250 infants and toddlers lost or could lose access to center-based care.\u003c/p>\n\u003cp>Under pressure from child care advocates, lawmakers passed a bill in September that gives providers a break until the Office of the State Fire Marshal and the California Department of Social Services, which oversees child care licensing, come up with new occupancy standards for child care centers.\u003c/p>\n\u003cp>Both departments \u003ca href=\"https://www.cdss.ca.gov/Portals/9/CCLD/PINs/2024/CCP/PIN%2024-13.1%20AB%20176.pdf\">issued notices about the change (PDF)\u003c/a>, but \u003ca href=\"https://34c031f8-c9fd-4018-8c5a-4159cdff6b0d-cdn-endpoint.azureedge.net/-/media/osfm-website/resources/information-bulletins/2024-bulletins/november-2024/24012-child-care-centers--occupancy-classification-and-use-updated.pdf?rev=01a30f5a765847adad2f7ba670f3ddd6&hash=7F053EC54844BBD6D5909F850D11C21B\">the news\u003c/a> is still trickling to local fire inspectors.\u003c/p>\n\u003cp>Last week, a child care provider reached out to a Sacramento Metropolitan Fire District inspector to clarify the rules and was told by email that if she wanted to open an infant care room in her preschool, the whole building would need fire sprinklers.\u003c/p>\n\u003cp>Another provider in Sacramento said she had enough indoor and outdoor space to enroll more infants and toddlers but canceled her plans when she got a $1 million estimate to add sprinklers and other plumbing to increase water pressure.\u003c/p>\n\u003cp>“Child care is a low-margin business. None of us are in this to make money, and trying to dig your way out of a million-dollar upfront debt was a deal-breaker for us,” said Francesca Winn, co-owner of Acorn to Oak nursery and preschool.\u003c/p>\n\u003cp>She said roughly 1,000 families are on her waitlist for child care, and she’s disappointed she couldn’t help more of them.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Margarita Saucedo, the director of program development for Kidango, a subsidized child care provider in the South Bay and East Bay, said a fire inspector refused to come to a center she tried to re-license for infant care in San José until fire sprinklers were installed.\u003c/p>\n\u003cp>She said the work would have cost about $150,000 and would have forced the closure of other classrooms at the center for several months.\u003c/p>\n\u003cp>“We would have a period of time where families would not have child care. What do we do for all these families?” Saucedo said.\u003c/p>\n\u003cp>Saucedo said that after lawmakers granted providers a reprieve, she received fire clearance but is still awaiting approval from state licensing regulators before she can open classrooms to infants and toddlers.\u003c/p>\n\u003cp>Scarborough was also awaiting final approvals from licensing to open the Early Head Start classroom at the family shelter.\u003c/p>\n\u003cp>Berlant said starting next year, his office, along with the California Department of Social Services, will consult with child care facility operators, local fire officials and other stakeholders as they develop a new building code. He said it will also be important to set standards for existing facilities that can’t “do all those costly retrofits” and figure out how to “provide additional support or programs to help new facilities meet these codes.”\u003c/p>\n\u003cp>“We recognize that access to child care is critical, as is the safety of our children and our workers … but in particular in child care facilities where children are not able to evacuate on their own,” Berlant said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>The \u003ca href=\"https://www.kqed.org/news/tag/san-francisco-unified-school-district\">San Francisco Unified School District\u003c/a> will offer buyouts for hundreds of eligible employees to retire early as part of its latest effort to patch a massive multi-year budget deficit.\u003c/p>\n\u003cp>Depending on state funding and how many employees take the buyout, the district could also pursue layoffs after the end of the academic year.\u003c/p>\n\u003cp>The district said the plan, which \u003ca href=\"https://www.kqed.org/news/12013574/sf-school-board-is-headed-for-a-shakeup-its-newcomers-will-inherit-a-crisis\">the Board of Education\u003c/a> approved unanimously on Tuesday evening, will save tens of millions of dollars by 2030. Parents and the teachers’ union, however, worry about the impact of losing so many veteran teachers in one fell swoop.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“More older, experienced teachers leaving our schools replaced by new, younger, less experienced teachers will result in poorer learning outcomes for our students,” Cindy Chung, whose first-grader attends Starr King Elementary School, said at Tuesday’s meeting. “We’ve already seen high turnover of [paraeducators] and lower-paid staff who have less financial stability, can’t afford to live in SF and have incredibly long commutes.”\u003c/p>\n\u003cp>Staff ranging from paraeducators to upper management will be eligible for the Supplemental Employee Retirement Plan so long as they have permanent full-time positions, are over 55, and will have worked within SFUSD for a consecutive five years as of June 2025. The district plans to send notification letters with information for employees who qualify beginning Wednesday.\u003c/p>\n\u003cp>Many positions will be filled with “lower-paid new hires,” whose starting salaries are $18,000 to $30,000 lower, while an estimated 69 positions could be eliminated. Together, SFUSD said, this could save over $30 million.\u003c/p>\n\u003cp>[aside postID=news_12013574 hero='https://ww2.kqed.org/app/uploads/sites/10/2020/06/RS41635_002_KQED_Election_Prop13_02262020_4349-qut-1020x680.jpg']\u003c/p>\n\u003cp>Those who agree to the buyout by mid-February will receive a one-time payment equal to 60% of their salary upon their resignation while retaining their retirement benefits. If fewer than 314 employees sign up to participate, though, the offer could be retracted entirely.\u003c/p>\n\u003cp>Cassondra Curiel, the president of United Educators San Francisco, said that although early retirement could be beneficial to some of the union’s members, it will destabilize overall school staffing.\u003c/p>\n\u003cp>“We have classrooms right now with students in them who don’t have permanent teachers. They’ve had substitutes since August,” she told KQED. “We feel like that is management and the district’s negligence, and now they’re going to compound that vacancy.”\u003c/p>\n\u003cp>The early retirement program is one part of the district’s three-pronged fiscal stabilization plan, which it said will help balance its budget and avoid state takeover. That plan was also passed by the board on Tuesday, giving Superintendent Maria Su direction to take any and all steps necessary to present balanced budgets for the next three cycles.\u003c/p>\n\u003cp>SFUSD is expected to have \u003ca href=\"https://www.kqed.org/news/12011347/sf-schools-wont-close-yet-but-the-city-still-has-questions-about-huge-budget-cuts\">a $113 million budget shortfall\u003c/a> this year and an even larger structural deficit by 2027.\u003c/p>\n\u003cp>Elliott Duchon, a state-appointed adviser who has veto power over SFUSD’s spending, told school board members on Tuesday that the reductions are crucial.\u003c/p>\n\u003cp>“I have not attended a board meeting where people are not worried about losing their jobs, where the spend budget hasn’t been an issue, where staffing hasn’t been an issue,” he said.\u003c/p>\n\u003cp>Since May, Duchon has had the ability to veto SFUSD’s spending decisions because its budget report was negative, indicating it will fail to cover its expenses in coming years. This year’s first budget report, presented Tuesday, was negative as well.\u003c/p>\n\u003cp>“It’s unhealthy for the district,” Duchon said. “It’s unhealthy for your staff. It’s unhealthy for your children, the community, and for you as board members. It detracts from your goals and your ability to focus.”\u003c/p>\n\u003cp>In addition to the buyouts, the fiscal stabilization plan includes a review of all budget expenditures and potential layoffs at the end of the academic year. SFUSD needs to cut more than $113.8 million in expenses next fiscal year and $13 million more in 2026-2027 to get back on track.\u003c/p>\n\u003cp>Teachers and certificated staff will be notified of layoffs by March, and civil staff will find out in mid-May. The district will look at how many people choose to participate in the early retirement program and how much funding SFUSD receives in January’s state budget to determine how many layoffs are necessary, Su said. District staffers have already created a seniority list of employees to share with labor partners ahead of the potential reductions.\u003c/p>\n\u003cp>At the same time, Michele Huntoon, SFUSD’s associate superintendent of business services, said staff members will review all expenditures based on a few questions: “Are we using them? Are they meeting our purpose? Is it meeting our needs?”\u003c/p>\n\u003cp>Duchon said that while the changes will be challenging, SFUSD needs to face the reality of its financial situation.\u003c/p>\n\u003cp>“You are living in a time of declining enrollment, declining revenue,” he said. “You have used one-time revenues to pay for ongoing staffing, and that has put you in a position of staffing in a way that is richer than what your resources allow you to do. We want to be hopeful, but there may be pain to go through before you get there. And if you don’t go through the pain, the pain will continue on and on.”\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The \u003ca href=\"https://www.kqed.org/news/tag/san-francisco-unified-school-district\">San Francisco Unified School District\u003c/a> will offer buyouts for hundreds of eligible employees to retire early as part of its latest effort to patch a massive multi-year budget deficit.\u003c/p>\n\u003cp>Depending on state funding and how many employees take the buyout, the district could also pursue layoffs after the end of the academic year.\u003c/p>\n\u003cp>The district said the plan, which \u003ca href=\"https://www.kqed.org/news/12013574/sf-school-board-is-headed-for-a-shakeup-its-newcomers-will-inherit-a-crisis\">the Board of Education\u003c/a> approved unanimously on Tuesday evening, will save tens of millions of dollars by 2030. Parents and the teachers’ union, however, worry about the impact of losing so many veteran teachers in one fell swoop.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“More older, experienced teachers leaving our schools replaced by new, younger, less experienced teachers will result in poorer learning outcomes for our students,” Cindy Chung, whose first-grader attends Starr King Elementary School, said at Tuesday’s meeting. “We’ve already seen high turnover of [paraeducators] and lower-paid staff who have less financial stability, can’t afford to live in SF and have incredibly long commutes.”\u003c/p>\n\u003cp>Staff ranging from paraeducators to upper management will be eligible for the Supplemental Employee Retirement Plan so long as they have permanent full-time positions, are over 55, and will have worked within SFUSD for a consecutive five years as of June 2025. The district plans to send notification letters with information for employees who qualify beginning Wednesday.\u003c/p>\n\u003cp>Many positions will be filled with “lower-paid new hires,” whose starting salaries are $18,000 to $30,000 lower, while an estimated 69 positions could be eliminated. Together, SFUSD said, this could save over $30 million.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Those who agree to the buyout by mid-February will receive a one-time payment equal to 60% of their salary upon their resignation while retaining their retirement benefits. If fewer than 314 employees sign up to participate, though, the offer could be retracted entirely.\u003c/p>\n\u003cp>Cassondra Curiel, the president of United Educators San Francisco, said that although early retirement could be beneficial to some of the union’s members, it will destabilize overall school staffing.\u003c/p>\n\u003cp>“We have classrooms right now with students in them who don’t have permanent teachers. They’ve had substitutes since August,” she told KQED. “We feel like that is management and the district’s negligence, and now they’re going to compound that vacancy.”\u003c/p>\n\u003cp>The early retirement program is one part of the district’s three-pronged fiscal stabilization plan, which it said will help balance its budget and avoid state takeover. That plan was also passed by the board on Tuesday, giving Superintendent Maria Su direction to take any and all steps necessary to present balanced budgets for the next three cycles.\u003c/p>\n\u003cp>SFUSD is expected to have \u003ca href=\"https://www.kqed.org/news/12011347/sf-schools-wont-close-yet-but-the-city-still-has-questions-about-huge-budget-cuts\">a $113 million budget shortfall\u003c/a> this year and an even larger structural deficit by 2027.\u003c/p>\n\u003cp>Elliott Duchon, a state-appointed adviser who has veto power over SFUSD’s spending, told school board members on Tuesday that the reductions are crucial.\u003c/p>\n\u003cp>“I have not attended a board meeting where people are not worried about losing their jobs, where the spend budget hasn’t been an issue, where staffing hasn’t been an issue,” he said.\u003c/p>\n\u003cp>Since May, Duchon has had the ability to veto SFUSD’s spending decisions because its budget report was negative, indicating it will fail to cover its expenses in coming years. This year’s first budget report, presented Tuesday, was negative as well.\u003c/p>\n\u003cp>“It’s unhealthy for the district,” Duchon said. “It’s unhealthy for your staff. It’s unhealthy for your children, the community, and for you as board members. It detracts from your goals and your ability to focus.”\u003c/p>\n\u003cp>In addition to the buyouts, the fiscal stabilization plan includes a review of all budget expenditures and potential layoffs at the end of the academic year. SFUSD needs to cut more than $113.8 million in expenses next fiscal year and $13 million more in 2026-2027 to get back on track.\u003c/p>\n\u003cp>Teachers and certificated staff will be notified of layoffs by March, and civil staff will find out in mid-May. The district will look at how many people choose to participate in the early retirement program and how much funding SFUSD receives in January’s state budget to determine how many layoffs are necessary, Su said. District staffers have already created a seniority list of employees to share with labor partners ahead of the potential reductions.\u003c/p>\n\u003cp>At the same time, Michele Huntoon, SFUSD’s associate superintendent of business services, said staff members will review all expenditures based on a few questions: “Are we using them? Are they meeting our purpose? Is it meeting our needs?”\u003c/p>\n\u003cp>Duchon said that while the changes will be challenging, SFUSD needs to face the reality of its financial situation.\u003c/p>\n\u003cp>“You are living in a time of declining enrollment, declining revenue,” he said. “You have used one-time revenues to pay for ongoing staffing, and that has put you in a position of staffing in a way that is richer than what your resources allow you to do. We want to be hopeful, but there may be pain to go through before you get there. And if you don’t go through the pain, the pain will continue on and on.”\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"slug": "conflict-over-race-lgbtq-issues-cost-schools-more-than-3-billion-last-school-year",
"title": "Conflicts Over Race, LGBTQ Issues Cost Schools More Than $3 Billion Last Year",
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"headTitle": "Conflicts Over Race, LGBTQ Issues Cost Schools More Than $3 Billion Last Year | KQED",
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"content": "\u003cp>Conflicts between parents, teachers and school leaders over parental rights policies focusing on LGBTQ+ students, limitations on teaching about race and racism and book bans have come with a cost — both socially and financially.\u003c/p>\n\u003cp>The conflicts are disrupting school districts, negatively impacting schools and classrooms and costing districts money that could be used to better serve students, according to “\u003ca href=\"https://idea.gseis.ucla.edu/publications/costs-of-conflict/\">The Costs of Conflict, The Fiscal Impact of Culturally Divisive Conflicts on Public Schools in the United States\u003c/a>,” released last month.\u003c/p>\n\u003cp>Researchers from UCLA, the University of Texas at Austin, American University and UC Riverside conducted a national survey of K–12 public school superintendents from 46 states — 467 in all — and found that these conflicts are prevalent.\u003c/p>\n\u003cp>Since the 2020–21 school year, uncivil discourse and \u003ca href=\"https://edsource.org/2022/political-rancor-has-had-chilling-effect-on-public-education/682015\">hostile political rhetoric\u003c/a> at school board meetings and on school campuses have been an ongoing problem. Two-thirds of the school superintendents surveyed for the study said they have experienced moderate to high levels of culturally divisive conflict in their districts, including misinformation campaigns, violent rhetoric and threats.\u003c/p>\n\u003cp>Cultural conflicts cost U.S. school districts about $3.2 billion last school year, according to the study. Researchers estimate that districts with high levels of conflict spent about $80 per student. Districts with moderate levels of conflict spent $50 per student, and districts with low conflict spent $25 per student.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“This is costing us general fund dollars,” said a superintendent from a midsize school district in a Western state. “In the 2023–24 school year, the district spent an additional $100,000 on security, hiring armed plainclothes off-duty officers … because people coming to the board meetings are unpredictable and sometimes violent.”\u003c/p>\n\u003cp>Researchers allowed superintendents to remain anonymous in the report.\u003c/p>\n\u003cp>The superintendent also said the district spent more than $500,000 in legal fees on lawsuits associated with a board member and a campaign against the LGBTQ+ community and lost $250,000 in outside funding from social services organizations because of the dispute. It also spent $80,000 on recruiting and training new staff to replace teachers, counselors and administrators who left because they did not want to work in such a divisive setting.\u003c/p>\n\u003cp>“Culturally divisive conflicts have substantial costs to the public and to our capacity as a state to mount quality learning experiences for all students,” said John Rogers, director of the UCLA Institute for Democracy, Education and Access and lead researcher on the report. “It has a fiscal cost that we’ve tried to lay out with some specificity, and it has broader social costs as well — there’s an undermining of social trust, there’s a deepening sense of stress and all of this is hugely consequential for how educators experience public schools and how young people are experiencing public schools.”\u003c/p>\n\u003ch3>Costs of conflict can’t always be counted in dollars\u003c/h3>\n\u003cp>Average-sized school districts of about 10,000 students spent about $811,000 each last school year to cope with cultural division, according to the study. The money was spent on legal fees, added security, additional staff time and on community, school board and government relations. Districts also incurred indirect costs because of staff turnover related to the conflict and because staff had to take time away from their other duties to deal with discord.\u003c/p>\n\u003cp>According to the survey, the largest expense for districts with cultural conflict came from staff turnover, with districts of about 10,000 students spending between $148,000 and $461,000, depending on the level of conflict.\u003c/p>\n\u003cp>One superintendent said that cultural conflict has caused “incredible stress on leaders and teachers as they navigate imaginary slights and online drama in the community.” A Pennsylvania superintendent called the emotional stress and anxiety “nearly crippling.”[aside tag=\"education, LGBTQ\" label=\"More Related Stories\"]\u003c/p>\n\u003cp>“This research makes clear that culturally divisive conflicts in the nation’s schools are generating fear, stress and anxiety that is disrupting school districts and taking a personal toll on the educators and staff members who work in them,” Rogers said.\u003c/p>\n\u003cp>The stress has also led to increased staff absenteeism at schools, even in districts with lower levels of conflict, according to the report.\u003c/p>\n\u003cp>Half of the superintendents surveyed said they had been personally harassed at least once during the school year. Ten percent reported being threatened with violence, and 11% had their property vandalized.\u003c/p>\n\u003cp>As a result, superintendent turnover has also increased — from 14.2% to 17.1% — over the past four years. More than 40% of the superintendents who left their jobs in the last year said their decision was related to conflict, stress and politics, according to the report.\u003c/p>\n\u003cp>“The relentless demands of leading a district can easily overshadow their own well-being, which, if neglected, not only affects their personal health but also the health and stability of students, educators and families they serve,” said Rachel S. White of the University of Texas at Austin in a statement. “Reducing the extent to which superintendents experience unwarranted divisiveness is an important step to change the trajectory of increasing superintendent churn.”\u003c/p>\n\u003cp>Superintendents who were surveyed expressed concern that the time they spent managing cultural conflict, including responding to Freedom of Information Act requests and unsubstantiated rumors and misinformation, is keeping them from focusing on improving instruction.\u003c/p>\n\u003ch3>California not immune to divisive conflict\u003c/h3>\n\u003cp>Rogers said that while cultural conflict wasn’t as common in California as in other parts of the country in 2021–22, it has grown over the last few years.\u003c/p>\n\u003cp>Donald Trump’s election is likely to bring more cultural division to school campuses, Rogers said.\u003c/p>\n\u003cp>“I think that a Trump victory will lead some on the right to take a message that these sorts of cultural attacks that have been playing out across the United States and across California in the last couple of years are an effective strategy for mobilizing the base and for energizing the electorate,” said Rogers, in an interview the day before the election.\u003c/p>\n\u003cp>“A Trump victory will mean that Donald Trump will have more of a presence in our public life in the months to come. And so, that too will mean that he will be using language and framing that will further activate attacks on public schools around these culturally divisive issues.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2024/conflict-over-race-lgbtq-issues-cost-schools-more-than-3-million-last-school-year/723154\">This story was originally published on EdSource.\u003c/a>\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Conflicts between parents, teachers and school leaders over parental rights policies focusing on LGBTQ+ students, limitations on teaching about race and racism and book bans have come with a cost — both socially and financially.\u003c/p>\n\u003cp>The conflicts are disrupting school districts, negatively impacting schools and classrooms and costing districts money that could be used to better serve students, according to “\u003ca href=\"https://idea.gseis.ucla.edu/publications/costs-of-conflict/\">The Costs of Conflict, The Fiscal Impact of Culturally Divisive Conflicts on Public Schools in the United States\u003c/a>,” released last month.\u003c/p>\n\u003cp>Researchers from UCLA, the University of Texas at Austin, American University and UC Riverside conducted a national survey of K–12 public school superintendents from 46 states — 467 in all — and found that these conflicts are prevalent.\u003c/p>\n\u003cp>Since the 2020–21 school year, uncivil discourse and \u003ca href=\"https://edsource.org/2022/political-rancor-has-had-chilling-effect-on-public-education/682015\">hostile political rhetoric\u003c/a> at school board meetings and on school campuses have been an ongoing problem. Two-thirds of the school superintendents surveyed for the study said they have experienced moderate to high levels of culturally divisive conflict in their districts, including misinformation campaigns, violent rhetoric and threats.\u003c/p>\n\u003cp>Cultural conflicts cost U.S. school districts about $3.2 billion last school year, according to the study. Researchers estimate that districts with high levels of conflict spent about $80 per student. Districts with moderate levels of conflict spent $50 per student, and districts with low conflict spent $25 per student.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“This is costing us general fund dollars,” said a superintendent from a midsize school district in a Western state. “In the 2023–24 school year, the district spent an additional $100,000 on security, hiring armed plainclothes off-duty officers … because people coming to the board meetings are unpredictable and sometimes violent.”\u003c/p>\n\u003cp>Researchers allowed superintendents to remain anonymous in the report.\u003c/p>\n\u003cp>The superintendent also said the district spent more than $500,000 in legal fees on lawsuits associated with a board member and a campaign against the LGBTQ+ community and lost $250,000 in outside funding from social services organizations because of the dispute. It also spent $80,000 on recruiting and training new staff to replace teachers, counselors and administrators who left because they did not want to work in such a divisive setting.\u003c/p>\n\u003cp>“Culturally divisive conflicts have substantial costs to the public and to our capacity as a state to mount quality learning experiences for all students,” said John Rogers, director of the UCLA Institute for Democracy, Education and Access and lead researcher on the report. “It has a fiscal cost that we’ve tried to lay out with some specificity, and it has broader social costs as well — there’s an undermining of social trust, there’s a deepening sense of stress and all of this is hugely consequential for how educators experience public schools and how young people are experiencing public schools.”\u003c/p>\n\u003ch3>Costs of conflict can’t always be counted in dollars\u003c/h3>\n\u003cp>Average-sized school districts of about 10,000 students spent about $811,000 each last school year to cope with cultural division, according to the study. The money was spent on legal fees, added security, additional staff time and on community, school board and government relations. Districts also incurred indirect costs because of staff turnover related to the conflict and because staff had to take time away from their other duties to deal with discord.\u003c/p>\n\u003cp>According to the survey, the largest expense for districts with cultural conflict came from staff turnover, with districts of about 10,000 students spending between $148,000 and $461,000, depending on the level of conflict.\u003c/p>\n\u003cp>One superintendent said that cultural conflict has caused “incredible stress on leaders and teachers as they navigate imaginary slights and online drama in the community.” A Pennsylvania superintendent called the emotional stress and anxiety “nearly crippling.”\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“This research makes clear that culturally divisive conflicts in the nation’s schools are generating fear, stress and anxiety that is disrupting school districts and taking a personal toll on the educators and staff members who work in them,” Rogers said.\u003c/p>\n\u003cp>The stress has also led to increased staff absenteeism at schools, even in districts with lower levels of conflict, according to the report.\u003c/p>\n\u003cp>Half of the superintendents surveyed said they had been personally harassed at least once during the school year. Ten percent reported being threatened with violence, and 11% had their property vandalized.\u003c/p>\n\u003cp>As a result, superintendent turnover has also increased — from 14.2% to 17.1% — over the past four years. More than 40% of the superintendents who left their jobs in the last year said their decision was related to conflict, stress and politics, according to the report.\u003c/p>\n\u003cp>“The relentless demands of leading a district can easily overshadow their own well-being, which, if neglected, not only affects their personal health but also the health and stability of students, educators and families they serve,” said Rachel S. White of the University of Texas at Austin in a statement. “Reducing the extent to which superintendents experience unwarranted divisiveness is an important step to change the trajectory of increasing superintendent churn.”\u003c/p>\n\u003cp>Superintendents who were surveyed expressed concern that the time they spent managing cultural conflict, including responding to Freedom of Information Act requests and unsubstantiated rumors and misinformation, is keeping them from focusing on improving instruction.\u003c/p>\n\u003ch3>California not immune to divisive conflict\u003c/h3>\n\u003cp>Rogers said that while cultural conflict wasn’t as common in California as in other parts of the country in 2021–22, it has grown over the last few years.\u003c/p>\n\u003cp>Donald Trump’s election is likely to bring more cultural division to school campuses, Rogers said.\u003c/p>\n\u003cp>“I think that a Trump victory will lead some on the right to take a message that these sorts of cultural attacks that have been playing out across the United States and across California in the last couple of years are an effective strategy for mobilizing the base and for energizing the electorate,” said Rogers, in an interview the day before the election.\u003c/p>\n\u003cp>“A Trump victory will mean that Donald Trump will have more of a presence in our public life in the months to come. And so, that too will mean that he will be using language and framing that will further activate attacks on public schools around these culturally divisive issues.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2024/conflict-over-race-lgbtq-issues-cost-schools-more-than-3-million-last-school-year/723154\">This story was originally published on EdSource.\u003c/a>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>In more than a decade as a \u003ca href=\"https://www.kqed.org/news/tag/san-francisco-state-university\">San Francisco State University\u003c/a> lecturer, Christy Shick has taught a steady stream of first-year students fulfilling their mandatory writing requirements and dedicated English majors enrolled in upper-division electives.\u003c/p>\n\u003cp>Her long career at SF State has perks. Shick now works toward a pension, has built up the credit to warrant longer contracts and said she’s entitled to a more consistent workload — important benefits for lecturers, who lack the tenure track and job security of professors.\u003c/p>\n\u003cp>But this spring, all of that could go away.\u003c/p>\n\u003cp>“I have chosen to stay with this career at SF State because of the job security I thought I had,” Shick told KQED. “I’ve spent decades becoming, I think, highly expert at what I do. To suddenly have to change that, of course, is hard for me.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Shick is one of an unknown number of lecturers who won’t be rehired next semester. She said she hasn’t been assigned courses despite being entitled to four because of her long-running employment status with SF State, where she has worked since 2012.\u003c/p>\n\u003cp>The lecturer cuts are due to declining enrollment and follow similar reductions in recent semesters, according to University President Lynn Mahoney. SF State’s student body has been decreasing since the fall of 2019, and this year, its freshman class was 20% to 25% smaller than anticipated.\u003c/p>\n\u003cfigure id=\"attachment_11847079\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11847079\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/11/RS41990_023_KQED_SanFrancisco_SFSU_03112020_6857-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/11/RS41990_023_KQED_SanFrancisco_SFSU_03112020_6857-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/11/RS41990_023_KQED_SanFrancisco_SFSU_03112020_6857-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/11/RS41990_023_KQED_SanFrancisco_SFSU_03112020_6857-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/11/RS41990_023_KQED_SanFrancisco_SFSU_03112020_6857-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/11/RS41990_023_KQED_SanFrancisco_SFSU_03112020_6857-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">An empty campus at San Francisco State University on Wednesday, March 11, 2020. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Shick and her colleagues worry that the Department of English Language and Literature will be hit especially hard by this round of cuts. Some reports have estimated that six lecturers could be dropped ahead of the spring semester, and there will be 19 fewer introductory writing courses than in the fall.\u003c/p>\n\u003cp>On top of the lecturer cuts, the university declared a fiscal emergency last month. Mahoney has maintained that the declaration was just a matter of language in a school policy that allows her to initiate a review of programs with low enrollment.\u003c/p>\n\u003cp>“Outside of that policy, I have not declared a financial emergency,” she told KQED. “It’s actually just the language that I had to use based on a very old [Academic] Senate policy.”\u003c/p>\n\u003cp>Still, the budget situation at the university isn’t good as enrollment falls, forcing lecturer cuts and other budget reductions to bring costs in line with revenues.\u003c/p>\n\u003cp>Enrollment hovered around 30,000 throughout much of the 2010s, but since the fall of 2019, it has been declining quickly. This semester, SF State has just over 22,300 registered students.\u003c/p>\n\u003cp>[aside postID=news_12015757 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/MarriottHotelWorkerStrikeGetty-1020x735.jpg']\u003c/p>\n\u003cp>Funding for the university comes from two primary sources: tuition revenue, which is dwindling, and state dollars, which are also down after the \u003ca href=\"https://www.kqed.org/news/tag/california-state-university\">California State University\u003c/a> system reallocated some funds away from campuses, including SF State, that haven’t met enrollment goals. \u003ca href=\"https://www.kqed.org/news/11998761/california-state-university-stares-down-a-1-billion-budget-gap-as-campuses-cut-costs\">Gov. Gavin Newsom’s budget\u003c/a> for the next fiscal year, due in January, is expected to reduce overall CSU funding altogether by nearly 8%.\u003c/p>\n\u003cp>The university has made $40 million worth of budget reductions and is predicting it will need $25 million or so more to get back on track. That doesn’t factor in budget constraints if enrollment continues to decline at its current rate, which hasn’t shown signs of slowing yet.\u003c/p>\n\u003cp>While lecturers worry about their job security, they’re also advocating for the university to retain courses that cater specifically to freshmen. While 30 lecturers taught 90 sections of a required first-year writing course this fall, only 11 are expected to teach 34 sections in the spring. Last spring, 23 lecturers taught 90 sections.\u003c/p>\n\u003cp>“By gutting first your experience courses, by piling too many students into these classrooms, by having faculty who are not trained teach them, there’s going to be a legacy of an incredible decline in graduation rates,” Shick told KQED. “The school is going to be so much less appealing to students because a lot of the reason students come here is for these programs that have been built over decades to make them feel heard, to give them voices.”\u003c/p>\n\u003cp>She said that cuts to administrative roles and wages would have much less of an effect on students.\u003c/p>\n\u003cp>“If there’s been that much of a decrease, why do we need the same number of administrators?” Shick asked.\u003c/p>\n\u003cp>Mahoney said the university was curtailing the hiring of both staff and administrators. After one of her office’s vice presidents left their role last year, their work was divided up among other VPs instead of hiring a replacement. Mahoney’s salary, which is nearly half a million dollars, hasn’t been affected.\u003c/p>\n\u003cp>“It’s just very sad for a university that’s been built on decades of a reputation of inclusivity and diversity and opportunity for all students … be mishandled and downsized so swiftly,” Shick told KQED. “My students are wondering if they should transfer somewhere else. They’re not even sure they want to stay here anymore.”\u003c/p>\n\u003cp>\u003cem>KQED’s \u003ca href=\"https://www.kqed.org/author/shossaini\">Sara Hossaini\u003c/a> contributed to this report.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In more than a decade as a \u003ca href=\"https://www.kqed.org/news/tag/san-francisco-state-university\">San Francisco State University\u003c/a> lecturer, Christy Shick has taught a steady stream of first-year students fulfilling their mandatory writing requirements and dedicated English majors enrolled in upper-division electives.\u003c/p>\n\u003cp>Her long career at SF State has perks. Shick now works toward a pension, has built up the credit to warrant longer contracts and said she’s entitled to a more consistent workload — important benefits for lecturers, who lack the tenure track and job security of professors.\u003c/p>\n\u003cp>But this spring, all of that could go away.\u003c/p>\n\u003cp>“I have chosen to stay with this career at SF State because of the job security I thought I had,” Shick told KQED. “I’ve spent decades becoming, I think, highly expert at what I do. To suddenly have to change that, of course, is hard for me.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Shick is one of an unknown number of lecturers who won’t be rehired next semester. She said she hasn’t been assigned courses despite being entitled to four because of her long-running employment status with SF State, where she has worked since 2012.\u003c/p>\n\u003cp>The lecturer cuts are due to declining enrollment and follow similar reductions in recent semesters, according to University President Lynn Mahoney. SF State’s student body has been decreasing since the fall of 2019, and this year, its freshman class was 20% to 25% smaller than anticipated.\u003c/p>\n\u003cfigure id=\"attachment_11847079\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11847079\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/11/RS41990_023_KQED_SanFrancisco_SFSU_03112020_6857-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/11/RS41990_023_KQED_SanFrancisco_SFSU_03112020_6857-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/11/RS41990_023_KQED_SanFrancisco_SFSU_03112020_6857-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/11/RS41990_023_KQED_SanFrancisco_SFSU_03112020_6857-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/11/RS41990_023_KQED_SanFrancisco_SFSU_03112020_6857-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/11/RS41990_023_KQED_SanFrancisco_SFSU_03112020_6857-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">An empty campus at San Francisco State University on Wednesday, March 11, 2020. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Shick and her colleagues worry that the Department of English Language and Literature will be hit especially hard by this round of cuts. Some reports have estimated that six lecturers could be dropped ahead of the spring semester, and there will be 19 fewer introductory writing courses than in the fall.\u003c/p>\n\u003cp>On top of the lecturer cuts, the university declared a fiscal emergency last month. Mahoney has maintained that the declaration was just a matter of language in a school policy that allows her to initiate a review of programs with low enrollment.\u003c/p>\n\u003cp>“Outside of that policy, I have not declared a financial emergency,” she told KQED. “It’s actually just the language that I had to use based on a very old [Academic] Senate policy.”\u003c/p>\n\u003cp>Still, the budget situation at the university isn’t good as enrollment falls, forcing lecturer cuts and other budget reductions to bring costs in line with revenues.\u003c/p>\n\u003cp>Enrollment hovered around 30,000 throughout much of the 2010s, but since the fall of 2019, it has been declining quickly. This semester, SF State has just over 22,300 registered students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Funding for the university comes from two primary sources: tuition revenue, which is dwindling, and state dollars, which are also down after the \u003ca href=\"https://www.kqed.org/news/tag/california-state-university\">California State University\u003c/a> system reallocated some funds away from campuses, including SF State, that haven’t met enrollment goals. \u003ca href=\"https://www.kqed.org/news/11998761/california-state-university-stares-down-a-1-billion-budget-gap-as-campuses-cut-costs\">Gov. Gavin Newsom’s budget\u003c/a> for the next fiscal year, due in January, is expected to reduce overall CSU funding altogether by nearly 8%.\u003c/p>\n\u003cp>The university has made $40 million worth of budget reductions and is predicting it will need $25 million or so more to get back on track. That doesn’t factor in budget constraints if enrollment continues to decline at its current rate, which hasn’t shown signs of slowing yet.\u003c/p>\n\u003cp>While lecturers worry about their job security, they’re also advocating for the university to retain courses that cater specifically to freshmen. While 30 lecturers taught 90 sections of a required first-year writing course this fall, only 11 are expected to teach 34 sections in the spring. Last spring, 23 lecturers taught 90 sections.\u003c/p>\n\u003cp>“By gutting first your experience courses, by piling too many students into these classrooms, by having faculty who are not trained teach them, there’s going to be a legacy of an incredible decline in graduation rates,” Shick told KQED. “The school is going to be so much less appealing to students because a lot of the reason students come here is for these programs that have been built over decades to make them feel heard, to give them voices.”\u003c/p>\n\u003cp>She said that cuts to administrative roles and wages would have much less of an effect on students.\u003c/p>\n\u003cp>“If there’s been that much of a decrease, why do we need the same number of administrators?” Shick asked.\u003c/p>\n\u003cp>Mahoney said the university was curtailing the hiring of both staff and administrators. After one of her office’s vice presidents left their role last year, their work was divided up among other VPs instead of hiring a replacement. Mahoney’s salary, which is nearly half a million dollars, hasn’t been affected.\u003c/p>\n\u003cp>“It’s just very sad for a university that’s been built on decades of a reputation of inclusivity and diversity and opportunity for all students … be mishandled and downsized so swiftly,” Shick told KQED. “My students are wondering if they should transfer somewhere else. They’re not even sure they want to stay here anymore.”\u003c/p>\n\u003cp>\u003cem>KQED’s \u003ca href=\"https://www.kqed.org/author/shossaini\">Sara Hossaini\u003c/a> contributed to this report.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"slug": "trump-nominee-for-education-secretary-would-come-backed-with-detailed-policy-agenda",
"title": "Trump's Education Secretary Pick Linda McMahon Is Backed by a Detailed Policy Agenda",
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"content": "\u003cp>President-elect Donald Trump’s selection of a close ally and the co-chair of his transition team indicates that education could be a major priority of his administration, even though it did not feature prominently in the 2024 presidential campaign.\u003c/p>\n\u003cp>Linda McMahon, the former CEO of World Wrestling Entertainment, is a leading financial backer Trump has been close to for decades. She is also chair of the board of the little-known \u003ca class=\"external\" href=\"https://americafirstpolicy.com/\">America First Policy Institute,\u003c/a> \u003ca class=\"external\" href=\"https://americafirstpolicy.com/\">sometimes\u003c/a> referred to as a \u003ca class=\"external\" href=\"https://www.forbes.com/sites/alisondurkee/2024/11/06/america-first-agenda-what-to-know-about-the-project-2025-alternative-reportedly-behind-trump-transition/\">“shadow transition operation\u003c/a>” or “\u003ca class=\"external\" href=\"https://www.politico.com/news/2024/08/29/trump-transition-plan-afpi-00176674\">White House in waiting.\u003c/a>”\u003c/p>\n\u003cp>The institute has issued a \u003ca class=\"external\" href=\"https://americafirstpolicy.com/issues/education/k-12\">detailed education policy\u003c/a> agenda that is likely to serve as a guide for McMahon and the Trump administration in general, should the U.S. Senate confirm her.\u003c/p>\n\u003cp>For those reading the political tea leaves, it was notable that in nominating McMahon, Trump did not explicitly charge her with shutting down the U.S. Department of Education and that the agenda of the America First Policy Institute does not call for it either. Instead, Trump called on her “\u003ca class=\"external\" href=\"https://www.cnn.com/2024/11/19/politics/linda-mcmahon-education-secretary-trump/index.html\">to spearhead efforts to send education back to the states,”\u003c/a> an expansive and undefined charge, especially because, by law, education is already mostly a state and local function.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Regardless of the fate of the department, the contrast between President Joe Biden’s and Trump’s education agendas — and between McMahon and current Secretary of Education Miguel Cardona — could not be wider.\u003c/p>\n\u003cp>Cardona is a lifelong educator, becoming secretary after a career as a teacher, principal, district administrator and state commissioner of education. McMahon spent most of her career building the WWE, founded with her husband, Vince McMahon.\u003c/p>\n\u003cp>Cardona’s net worth is estimated by Forbes magazine to be \u003ca class=\"external\" href=\"https://www.forbes.com/sites/michelatindera/2021/06/26/heres-how-much-education-secretary-miguel-cardona-is-worth/\">$1 million\u003c/a>, most of it tied up in his principal residence, retirement savings and a 529 college savings account for his children. By contrast, Forbes places McMahon and her husband’s \u003ca class=\"external\" href=\"https://www.yahoo.com/news/billionaire-presidential-administration-trump-plans-170515584.html\">net worth\u003c/a> at $2.5 billion.\u003c/p>\n\u003cp>The only thing they seem to have in common is that they are both from Connecticut.\u003c/p>\n\u003cp>However, even though McMahon has a slim resume regarding education, she is not entirely an education neophyte. She studied to become a French teacher in college. She has been a trustee of \u003ca class=\"external\" href=\"https://www.sacredheart.edu/about-shu/leadership/\">Sacred Heart College,\u003c/a> a Catholic college in Fairfield, Connecticut, for years. She was appointed to the Connecticut State Board of Education in 2009, although she left after a year to run for the U.S. Senate in 2010 and again in 2012 — both times unsuccessfully.\u003c/p>\n\u003cp>McMahon is more of a traditional conservative Republican than several of Trump’s other Cabinet nominees. In some ways, she is more similar to Betsy DeVos, another billionaire, who was Trump’s first secretary of education. However, unlike DeVos, she has had experience in government as head of the Small Business Administration during Trump’s first term.\u003c/p>\n\u003cp>In 2019, she left that post — not under a cloud or fleeing vitriol from Trump, like many others in his administration — to head the America First PAC, which raised funds for Trump’s reelection bid in 2020.\u003c/p>\n\u003cp>On the explosive issue of “school choice,” publicly, at least, she has mostly called for expanding charter schools, rather than taxpayer-funded vouchers. “I am an advocate for choice through charter schools,” she declared in her 2010 campaign for Senate.\u003c/p>\n\u003cp>She also has some bipartisan instincts, even getting support from the Democratic senators she had previously run against when they had to approve her nomination to head the Small Business Administration. Sen. Richard Blumenthal called her “a person of serious accomplishment and ability,” and Sen. Chris Murphy described her as a “talented and experienced businessperson.”\u003c/p>\n\u003cp>As SBA administrator, she drew \u003ca class=\"external\" href=\"https://www.govexec.com/management/2019/04/small-business-administrator-departs-bipartisan-praise/155968/\">high praise\u003c/a> from some Democrats for increasing loans to women-owned businesses and for making the agency more efficient, including from then-Sen. Ben Cardin (D-Md.), the ranking member of the Small Business and Entrepreneur Committee.\u003c/p>\n\u003cp>Another sign of her bipartisan inclinations came in a September \u003ca class=\"external\" href=\"https://thehill.com/opinion/congress-blog/4871602-skilled-workforce-investment/\">commentary \u003c/a>in \u003cem>The Hill\u003c/em> newspaper when she argued for a radical revision of the Pell Grant, the main form of federal student financial aid.\u003c/p>\n\u003cp>While most Pell Grants go to full-time students, McMahon argued that the grant should also be available to students enrolled in “high-quality, shorter-term, industry-aligned education programs that could lead to immediate employment in well-paying jobs.”\u003c/p>\n\u003cp>To that end, she endorsed a bill \u003ca class=\"external\" href=\"https://www.congress.gov/bill/118th-congress/house-bill/6585\">known as the Workforce Pell Act\u003c/a>, sponsored by lawmakers usually on far opposite sides of the political aisle, including Reps. Virginia Foxx (R-N.C.), Elise Stefanik (R-N.Y.), Mark DeSaulnier (D-Calif.) and Bobby Scott (D-Va).\u003c/p>\n\u003cp>Arguably, one of her key qualifications is that she and Trump have a positive relationship. Unlike many who served in his first administration and left reviled by their former boss, when she stepped down as SBA administrator, Trump \u003ca class=\"external\" href=\"https://www.nytimes.com/2019/03/29/us/politics/linda-mcmahon-small-business-trump.html\">praised her as a “superstar\u003c/a>.” “Just so smooth,” he said. “She’s been one of our all-time favorites.”\u003c/p>\n\u003cp>However, her most important credential may well be her role as chair of the board of the America First Policy Institute, which \u003ca class=\"external\" href=\"https://apnews.com/article/linda-mcmahon-trump-education-secretary-wwe-613016d0c164b89765af761404cbb123\">she helped start.\u003c/a>\u003c/p>\n\u003cp>Its 150-person staff includes well-known Trump staffers like Kellyanne Conway and its executive director, Chad Wolf, the former secretary of homeland security. Pam Bondi, the head of the institute’s legal arm, \u003ca class=\"external\" href=\"https://www.nytimes.com/2024/11/21/us/politics/pam-bondi-attorney-general-trump.html\">was just nominated by Trump\u003c/a> to be attorney general in place of Matt Gaetz, who withdrew his nomination.\u003c/p>\n\u003cp>Like \u003ca class=\"external\" href=\"https://www.project2025.org/\">Project 2025\u003c/a>, the conservative blueprint issued by the Heritage Foundation (which Trump \u003ca class=\"external\" href=\"https://www.nytimes.com/article/project-2025.html\">has disavowed\u003c/a> and said he had no role in crafting), the America First Policy Institute has also drawn up a similar detailed policy framework, including one on education. Yet the institute has not done much to publicize its proposals, which Trump has reportedly appreciated.\u003c/p>\n\u003cp>The institute draws a sharp contrast between its “America First” policies and what it calls “America Last” policies championed by Democrats.\u003c/p>\n\u003cp>“America Last” policies, it argues, “prioritize radical ideologies and failing public schools.” These include promoting “transgenderism” and “radical ideologies over core subjects” while fighting “school choice expansion” and parent notification policies regarding curriculum and gender identification.\u003c/p>\n\u003cp>The institute calls for reinstating Trump’s \u003ca class=\"external\" href=\"https://www.heritage.org/american-founders/commentary/bidens-disbanding-1776-commission-shows-lefts-war-us-history\">1776 Commission \u003c/a>to promote “patriotic civic education” and removing critical race theory and diversity, equity and inclusion from what it alleges are requirements for federal grants.[aside label=\"Related Stories\" postID=\"news_12013558,news_12013686,news_12013269\"]And instead of supporting “leftist teachers unions” and teacher tenure, it advocates for “reduced union influence and increasing flexibility in hiring and firing.”\u003c/p>\n\u003cp>For these and other reasons, it is to be expected that key education groups would oppose McMahon’s nomination.\u003c/p>\n\u003cp>“Rather than working to strengthen public schools, expand learning opportunities for students and support educators, McMahon’s only mission is to eliminate the Department of Education and take away taxpayer dollars from public schools,” said President Becky Pringle, president of the National Education Association, the largest teachers union in the U.S.\u003c/p>\n\u003cp>However, for conservatives like Frederick Hess, director of education policy studies at the American Enterprise Institute, McMahon is an unknown quantity when it comes to education, and he made a pitch for approaching her nomination with an open mind. “I’m looking forward to learning more about her views and approach to the role in the weeks to come,” he said. “I’d avoid gross assumptions based on biography. Those seeking reflexive celebration or condemnation should look elsewhere. “\u003c/p>\n\u003cp>Controversy has already surfaced about her nomination. Media reports point to an October lawsuit in Maryland alleging McMahon and her husband failed to stop a prominent WWE ringside announcer in the 1980s and 1990s from sexually abusing 12- and 13-year-olds known as “ring boys” who were hired to do errands in preparation for wrestling matches.\u003c/p>\n\u003cp>What is still an open question is whether Trump will move to eliminate the Department of Education or how aggressively he will do so. His administration may decide that it is more important to keep the department intact for any number of reasons, including transforming its influential Office of Civil Rights into a weapon to impose his education agenda onto states or schools.\u003c/p>\n\u003cp>And it is possible that McMahon will continue to voice her praise for teachers and for public schools, including charter schools. “We have a very good system of public and private schools,” she said \u003ca class=\"external\" href=\"https://www.leadersmag.com/issues/2014.1_jan/Women%20Leaders/LEADERS-Linda-McMahon.html\">in an interview\u003c/a> a decade ago. “I’ve watched some masterful teachers who are innovative and who are reaching kids who are below grade level in many of the subjects. To see how they get turned around is heartwarming and astounding.”\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/trump-nominee-for-education-secretary-would-come-backed-with-detailed-policy-agenda/722774\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "McMahon, who is chair of the board at the America First Policy Institute, is expected to bring a detailed policy agenda and has not been publicly charged by Trump with shutting down the U.S. Department of Education. ",
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"title": "Trump's Education Secretary Pick Linda McMahon Is Backed by a Detailed Policy Agenda | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>President-elect Donald Trump’s selection of a close ally and the co-chair of his transition team indicates that education could be a major priority of his administration, even though it did not feature prominently in the 2024 presidential campaign.\u003c/p>\n\u003cp>Linda McMahon, the former CEO of World Wrestling Entertainment, is a leading financial backer Trump has been close to for decades. She is also chair of the board of the little-known \u003ca class=\"external\" href=\"https://americafirstpolicy.com/\">America First Policy Institute,\u003c/a> \u003ca class=\"external\" href=\"https://americafirstpolicy.com/\">sometimes\u003c/a> referred to as a \u003ca class=\"external\" href=\"https://www.forbes.com/sites/alisondurkee/2024/11/06/america-first-agenda-what-to-know-about-the-project-2025-alternative-reportedly-behind-trump-transition/\">“shadow transition operation\u003c/a>” or “\u003ca class=\"external\" href=\"https://www.politico.com/news/2024/08/29/trump-transition-plan-afpi-00176674\">White House in waiting.\u003c/a>”\u003c/p>\n\u003cp>The institute has issued a \u003ca class=\"external\" href=\"https://americafirstpolicy.com/issues/education/k-12\">detailed education policy\u003c/a> agenda that is likely to serve as a guide for McMahon and the Trump administration in general, should the U.S. Senate confirm her.\u003c/p>\n\u003cp>For those reading the political tea leaves, it was notable that in nominating McMahon, Trump did not explicitly charge her with shutting down the U.S. Department of Education and that the agenda of the America First Policy Institute does not call for it either. Instead, Trump called on her “\u003ca class=\"external\" href=\"https://www.cnn.com/2024/11/19/politics/linda-mcmahon-education-secretary-trump/index.html\">to spearhead efforts to send education back to the states,”\u003c/a> an expansive and undefined charge, especially because, by law, education is already mostly a state and local function.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Regardless of the fate of the department, the contrast between President Joe Biden’s and Trump’s education agendas — and between McMahon and current Secretary of Education Miguel Cardona — could not be wider.\u003c/p>\n\u003cp>Cardona is a lifelong educator, becoming secretary after a career as a teacher, principal, district administrator and state commissioner of education. McMahon spent most of her career building the WWE, founded with her husband, Vince McMahon.\u003c/p>\n\u003cp>Cardona’s net worth is estimated by Forbes magazine to be \u003ca class=\"external\" href=\"https://www.forbes.com/sites/michelatindera/2021/06/26/heres-how-much-education-secretary-miguel-cardona-is-worth/\">$1 million\u003c/a>, most of it tied up in his principal residence, retirement savings and a 529 college savings account for his children. By contrast, Forbes places McMahon and her husband’s \u003ca class=\"external\" href=\"https://www.yahoo.com/news/billionaire-presidential-administration-trump-plans-170515584.html\">net worth\u003c/a> at $2.5 billion.\u003c/p>\n\u003cp>The only thing they seem to have in common is that they are both from Connecticut.\u003c/p>\n\u003cp>However, even though McMahon has a slim resume regarding education, she is not entirely an education neophyte. She studied to become a French teacher in college. She has been a trustee of \u003ca class=\"external\" href=\"https://www.sacredheart.edu/about-shu/leadership/\">Sacred Heart College,\u003c/a> a Catholic college in Fairfield, Connecticut, for years. She was appointed to the Connecticut State Board of Education in 2009, although she left after a year to run for the U.S. Senate in 2010 and again in 2012 — both times unsuccessfully.\u003c/p>\n\u003cp>McMahon is more of a traditional conservative Republican than several of Trump’s other Cabinet nominees. In some ways, she is more similar to Betsy DeVos, another billionaire, who was Trump’s first secretary of education. However, unlike DeVos, she has had experience in government as head of the Small Business Administration during Trump’s first term.\u003c/p>\n\u003cp>In 2019, she left that post — not under a cloud or fleeing vitriol from Trump, like many others in his administration — to head the America First PAC, which raised funds for Trump’s reelection bid in 2020.\u003c/p>\n\u003cp>On the explosive issue of “school choice,” publicly, at least, she has mostly called for expanding charter schools, rather than taxpayer-funded vouchers. “I am an advocate for choice through charter schools,” she declared in her 2010 campaign for Senate.\u003c/p>\n\u003cp>She also has some bipartisan instincts, even getting support from the Democratic senators she had previously run against when they had to approve her nomination to head the Small Business Administration. Sen. Richard Blumenthal called her “a person of serious accomplishment and ability,” and Sen. Chris Murphy described her as a “talented and experienced businessperson.”\u003c/p>\n\u003cp>As SBA administrator, she drew \u003ca class=\"external\" href=\"https://www.govexec.com/management/2019/04/small-business-administrator-departs-bipartisan-praise/155968/\">high praise\u003c/a> from some Democrats for increasing loans to women-owned businesses and for making the agency more efficient, including from then-Sen. Ben Cardin (D-Md.), the ranking member of the Small Business and Entrepreneur Committee.\u003c/p>\n\u003cp>Another sign of her bipartisan inclinations came in a September \u003ca class=\"external\" href=\"https://thehill.com/opinion/congress-blog/4871602-skilled-workforce-investment/\">commentary \u003c/a>in \u003cem>The Hill\u003c/em> newspaper when she argued for a radical revision of the Pell Grant, the main form of federal student financial aid.\u003c/p>\n\u003cp>While most Pell Grants go to full-time students, McMahon argued that the grant should also be available to students enrolled in “high-quality, shorter-term, industry-aligned education programs that could lead to immediate employment in well-paying jobs.”\u003c/p>\n\u003cp>To that end, she endorsed a bill \u003ca class=\"external\" href=\"https://www.congress.gov/bill/118th-congress/house-bill/6585\">known as the Workforce Pell Act\u003c/a>, sponsored by lawmakers usually on far opposite sides of the political aisle, including Reps. Virginia Foxx (R-N.C.), Elise Stefanik (R-N.Y.), Mark DeSaulnier (D-Calif.) and Bobby Scott (D-Va).\u003c/p>\n\u003cp>Arguably, one of her key qualifications is that she and Trump have a positive relationship. Unlike many who served in his first administration and left reviled by their former boss, when she stepped down as SBA administrator, Trump \u003ca class=\"external\" href=\"https://www.nytimes.com/2019/03/29/us/politics/linda-mcmahon-small-business-trump.html\">praised her as a “superstar\u003c/a>.” “Just so smooth,” he said. “She’s been one of our all-time favorites.”\u003c/p>\n\u003cp>However, her most important credential may well be her role as chair of the board of the America First Policy Institute, which \u003ca class=\"external\" href=\"https://apnews.com/article/linda-mcmahon-trump-education-secretary-wwe-613016d0c164b89765af761404cbb123\">she helped start.\u003c/a>\u003c/p>\n\u003cp>Its 150-person staff includes well-known Trump staffers like Kellyanne Conway and its executive director, Chad Wolf, the former secretary of homeland security. Pam Bondi, the head of the institute’s legal arm, \u003ca class=\"external\" href=\"https://www.nytimes.com/2024/11/21/us/politics/pam-bondi-attorney-general-trump.html\">was just nominated by Trump\u003c/a> to be attorney general in place of Matt Gaetz, who withdrew his nomination.\u003c/p>\n\u003cp>Like \u003ca class=\"external\" href=\"https://www.project2025.org/\">Project 2025\u003c/a>, the conservative blueprint issued by the Heritage Foundation (which Trump \u003ca class=\"external\" href=\"https://www.nytimes.com/article/project-2025.html\">has disavowed\u003c/a> and said he had no role in crafting), the America First Policy Institute has also drawn up a similar detailed policy framework, including one on education. Yet the institute has not done much to publicize its proposals, which Trump has reportedly appreciated.\u003c/p>\n\u003cp>The institute draws a sharp contrast between its “America First” policies and what it calls “America Last” policies championed by Democrats.\u003c/p>\n\u003cp>“America Last” policies, it argues, “prioritize radical ideologies and failing public schools.” These include promoting “transgenderism” and “radical ideologies over core subjects” while fighting “school choice expansion” and parent notification policies regarding curriculum and gender identification.\u003c/p>\n\u003cp>The institute calls for reinstating Trump’s \u003ca class=\"external\" href=\"https://www.heritage.org/american-founders/commentary/bidens-disbanding-1776-commission-shows-lefts-war-us-history\">1776 Commission \u003c/a>to promote “patriotic civic education” and removing critical race theory and diversity, equity and inclusion from what it alleges are requirements for federal grants.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>And instead of supporting “leftist teachers unions” and teacher tenure, it advocates for “reduced union influence and increasing flexibility in hiring and firing.”\u003c/p>\n\u003cp>For these and other reasons, it is to be expected that key education groups would oppose McMahon’s nomination.\u003c/p>\n\u003cp>“Rather than working to strengthen public schools, expand learning opportunities for students and support educators, McMahon’s only mission is to eliminate the Department of Education and take away taxpayer dollars from public schools,” said President Becky Pringle, president of the National Education Association, the largest teachers union in the U.S.\u003c/p>\n\u003cp>However, for conservatives like Frederick Hess, director of education policy studies at the American Enterprise Institute, McMahon is an unknown quantity when it comes to education, and he made a pitch for approaching her nomination with an open mind. “I’m looking forward to learning more about her views and approach to the role in the weeks to come,” he said. “I’d avoid gross assumptions based on biography. Those seeking reflexive celebration or condemnation should look elsewhere. “\u003c/p>\n\u003cp>Controversy has already surfaced about her nomination. Media reports point to an October lawsuit in Maryland alleging McMahon and her husband failed to stop a prominent WWE ringside announcer in the 1980s and 1990s from sexually abusing 12- and 13-year-olds known as “ring boys” who were hired to do errands in preparation for wrestling matches.\u003c/p>\n\u003cp>What is still an open question is whether Trump will move to eliminate the Department of Education or how aggressively he will do so. His administration may decide that it is more important to keep the department intact for any number of reasons, including transforming its influential Office of Civil Rights into a weapon to impose his education agenda onto states or schools.\u003c/p>\n\u003cp>And it is possible that McMahon will continue to voice her praise for teachers and for public schools, including charter schools. “We have a very good system of public and private schools,” she said \u003ca class=\"external\" href=\"https://www.leadersmag.com/issues/2014.1_jan/Women%20Leaders/LEADERS-Linda-McMahon.html\">in an interview\u003c/a> a decade ago. “I’ve watched some masterful teachers who are innovative and who are reaching kids who are below grade level in many of the subjects. To see how they get turned around is heartwarming and astounding.”\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/trump-nominee-for-education-secretary-would-come-backed-with-detailed-policy-agenda/722774\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>California State University is only partially meeting its bold plan to graduate 40% of its students who started as freshmen by the end of four years. In \u003ca href=\"https://tableau.calstate.edu/views/GraduationRatesPopulationPyramidPrototype_liveversion/SummaryDetails?iframeSizedToWindow=true&%3Aembed=y&%3Adisplay_count=no&%3AshowAppBanner=false&%3AshowVizHome=no\">newly released data this week\u003c/a>, the system saw its four-year graduation rate inch to an all-time high of 36.2% this year — more than double the graduation rate it posted in 2013.\u003c/p>\n\u003cp>The system has one year left to make good on its Graduation Initiative 2025 goals, which it \u003ca href=\"https://www.calstate.edu/csu-system/why-the-csu-matters/graduation-initiative-2025/What-Is-Graduation-Initiative-2025#:~:text=In%202015%2C%20the%20California%20State,and%20meet%20California's%20workforce%20needs.\">debuted in 2015\u003c/a>. The splashy effort was buttressed by a combination of system and state funding increases that, over time, reached \u003ca href=\"https://www.calstate.edu/csu-system/about-the-csu/budget/Documents/current-budget/2025-26-operating-budget.pdf#page=5\">$400 million annually\u003c/a>. That money has gone toward hiring more professors, opening more classes in courses with high waitlists that students need to graduate, \u003ca href=\"https://calmatters.org/education/higher-education/2021/11/cal-state-graduation-rates/\">cutting the number of students finishing classes with Ds and Fs\u003c/a> and reaching out to students who dropped out.\u003c/p>\n\u003cp>The growth in graduation rates overlapped with a 31% spike in freshmen enrollment between 2009 and 2019, meaning the system’s graduation rate increased even as it was absorbing an additional 15,000 students.\u003c/p>\n\u003cp>The type of students Cal State enrolled changed as well, explained Jennifer Baszile, an associate vice chancellor for the system, \u003ca href=\"https://youtu.be/3B3FgDSKOwM?si=xlmrQ6jgAQETLZvo&t=3374\">at the board of trustees meeting on Wednesday\u003c/a>. In that same period, the university saw a 50% jump in freshmen who were the first in their families to attend college, come from low-income households or identify as Black, Latino or Native American — all groups that campuses have historically struggled to graduate at rates similar to other students.\u003c/p>\n\u003cp>“We are opening up opportunities for students who traditionally have not had them,” said Diego Arambula, vice chair of the board of trustees, at Wednesday’s meeting.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Among transfer students, the system \u003ca href=\"https://www.calstate.edu/csu-system/board-of-trustees/past-meetings/2024/Documents/nov-20-21-2024-ED-POL-binder.pdf#page=7\">is even closer\u003c/a> to its 2025 goals, having graduated 44% of students within two years who came from community colleges — just shy of the \u003ca href=\"https://www.calstate.edu/csu-system/board-of-trustees/past-meetings/2024/Documents/nov-20-21-2024-ED-POL-binder.pdf#page=7\">45% target it set for itself\u003c/a>. Graduation rates are calculated separately for students who start as freshmen and those who transfer. Lately, about 40% of Cal State’s new students are transferring from other schools.\u003c/p>\n\u003ch2>Gaps remain between racial and ethnic groups\u003c/h2>\n\u003cp>But for the system’s other core goals to eliminate the differences in graduation rates between Black, Latino, Native American and all other students, \u003ca href=\"https://public.dashboards.calstate.edu/csu-by-the-numbers/historical-grad-rates\">the gaps remain recalcitrant\u003c/a>.\u003c/p>\n\u003cp>The six-year graduation rate for Latino students, the system’s largest racial or demographic group, dipped from a high of 58% in 2021 to 56% in 2024 — well short of the 2025 goal to have 70% of all students who started as freshmen graduate within six years but higher than the 52% in 2015.\u003c/p>\n\u003cp>White and Asian students as distinct groups \u003ca href=\"https://www.calstate.edu/csu-system/board-of-trustees/past-meetings/2024/Documents/nov-20-21-2024-ED-POL-binder.pdf#page=15\">reached or surpassed the 70% goal by 2020\u003c/a>.\u003c/p>\n\u003cp>While the traditional timeline for earning a bachelor’s degree is four years, the six-year graduation rate is a common metric that reflects the modern realities for many students: They work to afford their education and care for families, activities that require them to enroll in a reduced number of courses, which means they take longer to graduate.[aside postID=\"news_12012688,news_12006322\" label=\"Related Stories\"]\u003c/p>\n\u003cp>For Black students, the graduation rate \u003ca href=\"https://calmatters.org/education/2022/08/black-students-retention-csu/\">remains stubbornly low\u003c/a> — at no point has Cal State graduated \u003ca href=\"https://tableau.calstate.edu/views/GraduationRatesPopulationPyramidPrototype_liveversion/SummaryDetails?iframeSizedToWindow=true&%3Aembed=y&%3Adisplay_count=no&%3AshowAppBanner=false&%3AshowVizHome=no\">more than 50% of Black students\u003c/a> at the end of six years who started as freshmen. By this year, the rate stood at 49 percent — a full 21 percentage points below the 70% goal.\u003c/p>\n\u003cp>Cal State is the nation’s largest public four-year university system and is home to more than 400,000 undergraduates.\u003c/p>\n\u003cp>Another immovable gap is the one between students receiving federal Pell Grants because they come from low-income families and those who don’t. At Cal State, nearly half of students receive this benefit and they graduate at rates \u003ca href=\"https://www.calstate.edu/csu-system/board-of-trustees/past-meetings/2024/Documents/nov-20-21-2024-ED-POL-binder.pdf#page=16\">10 to 12 percentage points below\u003c/a> those of students from families with higher incomes. The gulf between students with and without Pell Grants is supposed to close completely by next year under the goals Cal State set forth.\u003c/p>\n\u003cp>“Closing equity gaps is really, really hard,” said Christopher J. Steinhauser, a trustee who was superintendent of the Long Beach public k-12 school system, \u003ca href=\"https://www.cde.ca.gov/ds/ad/ceflargesmalldist.asp\">among the state’s largest\u003c/a>. “Sometimes when you have initiatives and people do better, the gaps actually grow, and we actually have seen that here in our own system.”\u003c/p>\n\u003ch2>COVID-19’s impact\u003c/h2>\n\u003cp>One force constraining graduation rates is the effect the COVID-19 pandemic had on students remaining in school. A key early measure of whether students will graduate is how many return after their first and second years of school. At Cal State, that so-called retention figure gradually \u003ca href=\"https://tableau.calstate.edu/views/GraduationRatesPopulationPyramidPrototype_liveversion/SummaryDetails?iframeSizedToWindow=true&%3Aembed=y&%3Adisplay_count=no&%3AshowAppBanner=false&%3AshowVizHome=no\">grew until the pandemic struck\u003c/a>. Among students who started as freshmen in 2019, about 85% returned after their first year. However, for those who started in 2020, the year COVID-19 devastated the world’s public health systems and plunged many families into financial distress, the share of returning students dropped to 83% and the next year to 81%.\u003c/p>\n\u003cp>Once students leave, it’s difficult to persuade them to return, \u003ca href=\"https://californiacompetes.org/wp-content/uploads/2022/12/CACompetes_Back-to-College-Part-One.pdf#page=8\">higher-education experts say\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Still, Cal State has a higher overall graduation rate than \u003ca href=\"https://youtu.be/3B3FgDSKOwM?si=z7T6Tb-iYa_a7StL&t=1012\">most other similar universities in other states\u003c/a>. The University of California, which rejects far more applicants than Cal State, graduates about 72% of its freshmen within four years — \u003ca href=\"https://www.universityofcalifornia.edu/about-us/information-center/ug-outcomes\">double that of Cal State\u003c/a>.\u003c/p>\n\n",
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"excerpt": "Cal State now graduates 36% of its freshmen within four years — its highest rate ever. On other goals, however, the system is further behind, and gaps remain between racial and ethnic groups in graduation rates.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>California State University is only partially meeting its bold plan to graduate 40% of its students who started as freshmen by the end of four years. In \u003ca href=\"https://tableau.calstate.edu/views/GraduationRatesPopulationPyramidPrototype_liveversion/SummaryDetails?iframeSizedToWindow=true&%3Aembed=y&%3Adisplay_count=no&%3AshowAppBanner=false&%3AshowVizHome=no\">newly released data this week\u003c/a>, the system saw its four-year graduation rate inch to an all-time high of 36.2% this year — more than double the graduation rate it posted in 2013.\u003c/p>\n\u003cp>The system has one year left to make good on its Graduation Initiative 2025 goals, which it \u003ca href=\"https://www.calstate.edu/csu-system/why-the-csu-matters/graduation-initiative-2025/What-Is-Graduation-Initiative-2025#:~:text=In%202015%2C%20the%20California%20State,and%20meet%20California's%20workforce%20needs.\">debuted in 2015\u003c/a>. The splashy effort was buttressed by a combination of system and state funding increases that, over time, reached \u003ca href=\"https://www.calstate.edu/csu-system/about-the-csu/budget/Documents/current-budget/2025-26-operating-budget.pdf#page=5\">$400 million annually\u003c/a>. That money has gone toward hiring more professors, opening more classes in courses with high waitlists that students need to graduate, \u003ca href=\"https://calmatters.org/education/higher-education/2021/11/cal-state-graduation-rates/\">cutting the number of students finishing classes with Ds and Fs\u003c/a> and reaching out to students who dropped out.\u003c/p>\n\u003cp>The growth in graduation rates overlapped with a 31% spike in freshmen enrollment between 2009 and 2019, meaning the system’s graduation rate increased even as it was absorbing an additional 15,000 students.\u003c/p>\n\u003cp>The type of students Cal State enrolled changed as well, explained Jennifer Baszile, an associate vice chancellor for the system, \u003ca href=\"https://youtu.be/3B3FgDSKOwM?si=xlmrQ6jgAQETLZvo&t=3374\">at the board of trustees meeting on Wednesday\u003c/a>. In that same period, the university saw a 50% jump in freshmen who were the first in their families to attend college, come from low-income households or identify as Black, Latino or Native American — all groups that campuses have historically struggled to graduate at rates similar to other students.\u003c/p>\n\u003cp>“We are opening up opportunities for students who traditionally have not had them,” said Diego Arambula, vice chair of the board of trustees, at Wednesday’s meeting.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Among transfer students, the system \u003ca href=\"https://www.calstate.edu/csu-system/board-of-trustees/past-meetings/2024/Documents/nov-20-21-2024-ED-POL-binder.pdf#page=7\">is even closer\u003c/a> to its 2025 goals, having graduated 44% of students within two years who came from community colleges — just shy of the \u003ca href=\"https://www.calstate.edu/csu-system/board-of-trustees/past-meetings/2024/Documents/nov-20-21-2024-ED-POL-binder.pdf#page=7\">45% target it set for itself\u003c/a>. Graduation rates are calculated separately for students who start as freshmen and those who transfer. Lately, about 40% of Cal State’s new students are transferring from other schools.\u003c/p>\n\u003ch2>Gaps remain between racial and ethnic groups\u003c/h2>\n\u003cp>But for the system’s other core goals to eliminate the differences in graduation rates between Black, Latino, Native American and all other students, \u003ca href=\"https://public.dashboards.calstate.edu/csu-by-the-numbers/historical-grad-rates\">the gaps remain recalcitrant\u003c/a>.\u003c/p>\n\u003cp>The six-year graduation rate for Latino students, the system’s largest racial or demographic group, dipped from a high of 58% in 2021 to 56% in 2024 — well short of the 2025 goal to have 70% of all students who started as freshmen graduate within six years but higher than the 52% in 2015.\u003c/p>\n\u003cp>White and Asian students as distinct groups \u003ca href=\"https://www.calstate.edu/csu-system/board-of-trustees/past-meetings/2024/Documents/nov-20-21-2024-ED-POL-binder.pdf#page=15\">reached or surpassed the 70% goal by 2020\u003c/a>.\u003c/p>\n\u003cp>While the traditional timeline for earning a bachelor’s degree is four years, the six-year graduation rate is a common metric that reflects the modern realities for many students: They work to afford their education and care for families, activities that require them to enroll in a reduced number of courses, which means they take longer to graduate.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For Black students, the graduation rate \u003ca href=\"https://calmatters.org/education/2022/08/black-students-retention-csu/\">remains stubbornly low\u003c/a> — at no point has Cal State graduated \u003ca href=\"https://tableau.calstate.edu/views/GraduationRatesPopulationPyramidPrototype_liveversion/SummaryDetails?iframeSizedToWindow=true&%3Aembed=y&%3Adisplay_count=no&%3AshowAppBanner=false&%3AshowVizHome=no\">more than 50% of Black students\u003c/a> at the end of six years who started as freshmen. By this year, the rate stood at 49 percent — a full 21 percentage points below the 70% goal.\u003c/p>\n\u003cp>Cal State is the nation’s largest public four-year university system and is home to more than 400,000 undergraduates.\u003c/p>\n\u003cp>Another immovable gap is the one between students receiving federal Pell Grants because they come from low-income families and those who don’t. At Cal State, nearly half of students receive this benefit and they graduate at rates \u003ca href=\"https://www.calstate.edu/csu-system/board-of-trustees/past-meetings/2024/Documents/nov-20-21-2024-ED-POL-binder.pdf#page=16\">10 to 12 percentage points below\u003c/a> those of students from families with higher incomes. The gulf between students with and without Pell Grants is supposed to close completely by next year under the goals Cal State set forth.\u003c/p>\n\u003cp>“Closing equity gaps is really, really hard,” said Christopher J. Steinhauser, a trustee who was superintendent of the Long Beach public k-12 school system, \u003ca href=\"https://www.cde.ca.gov/ds/ad/ceflargesmalldist.asp\">among the state’s largest\u003c/a>. “Sometimes when you have initiatives and people do better, the gaps actually grow, and we actually have seen that here in our own system.”\u003c/p>\n\u003ch2>COVID-19’s impact\u003c/h2>\n\u003cp>One force constraining graduation rates is the effect the COVID-19 pandemic had on students remaining in school. A key early measure of whether students will graduate is how many return after their first and second years of school. At Cal State, that so-called retention figure gradually \u003ca href=\"https://tableau.calstate.edu/views/GraduationRatesPopulationPyramidPrototype_liveversion/SummaryDetails?iframeSizedToWindow=true&%3Aembed=y&%3Adisplay_count=no&%3AshowAppBanner=false&%3AshowVizHome=no\">grew until the pandemic struck\u003c/a>. Among students who started as freshmen in 2019, about 85% returned after their first year. However, for those who started in 2020, the year COVID-19 devastated the world’s public health systems and plunged many families into financial distress, the share of returning students dropped to 83% and the next year to 81%.\u003c/p>\n\u003cp>Once students leave, it’s difficult to persuade them to return, \u003ca href=\"https://californiacompetes.org/wp-content/uploads/2022/12/CACompetes_Back-to-College-Part-One.pdf#page=8\">higher-education experts say\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Still, Cal State has a higher overall graduation rate than \u003ca href=\"https://youtu.be/3B3FgDSKOwM?si=z7T6Tb-iYa_a7StL&t=1012\">most other similar universities in other states\u003c/a>. The University of California, which rejects far more applicants than Cal State, graduates about 72% of its freshmen within four years — \u003ca href=\"https://www.universityofcalifornia.edu/about-us/information-center/ug-outcomes\">double that of Cal State\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "attendance-in-california-schools-is-slowly-rebounding-new-data-shows",
"title": "Attendance in California Schools Is Slowly Rebounding, New Data Shows",
"publishDate": 1732225227,
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"headTitle": "Attendance in California Schools Is Slowly Rebounding, New Data Shows | KQED",
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"content": "\u003cp>California’s public school students are continuing to rebound from the pandemic, with more showing up for class, more graduating and fewer misbehaving at school, according to new data released on Thursday.\u003c/p>\n\u003cp>The California School Dashboard, a color-coded snapshot of how students and schools are faring, showed improvements in many categories during the 2023–24 school year — a relief for schools trying to help students recover academically and social-emotionally after the 2020 campus closures.\u003c/p>\n\u003cp>The most notable improvement was in attendance. The percentage of students who were chronically absent, missing more than 10% of school days in a year, dropped to about 20%, a significant decline from when it peaked at 30% three years ago. Prior to the pandemic, about 12% of students were chronically absent.\u003c/p>\n\u003cp>“This is good news,” said Hedy Chang, director of Attendance Works, a nonprofit that advocates for school attendance. “I’m pleasantly surprised. … To benefit from all the services that schools are offering, kids have to show up.”\u003c/p>\n\u003cp>Since the pandemic, schools across the state have been doubling down on efforts to lure students back to school. Many used their federal and state COVID-19 relief money to hire outreach workers, add bus routes, host pizza parties and otherwise make it easier and more enticing to come to school. Some districts had\u003ca href=\"https://calmatters.org/education/k-12-education/2023/09/soaring-chronic-absenteeism-in-california-schools-is-at-pivotal-moment/\"> social workers connect directly with parents\u003c/a> to solve transportation and other obstacles.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://datawrapper.dwcdn.net/2uJPe/5/\" height=\"500\" width=\"100%\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>Those efforts paid off, Chang said. While the pizza parties helped, she pointed to many schools’ focus on improving campus climate overall. That includes counseling, social-emotional learning, stronger relationships between school staff and families, and health and wellness services.\u003c/p>\n\u003cp>Pandemic relief \u003ca href=\"https://calmatters.org/education/k-12-education/2024/09/pandemic-relief/\">grants expired this year\u003c/a>, so some districts will be scrambling to maintain these programs going forward. But the state’s recent investments in community schools, arts education, transitional kindergarten and other services will help, Chang said.\u003c/p>\n\u003ch3>Recognition for long-term English learners\u003c/h3>\n\u003cp>Another noteworthy item in the dashboard is the inclusion of a new student group: long-term English learners or students who were not fluent in English after seven years. The reasons for these students’ delays vary, but in general, they’re not receiving adequate help learning English and, as a result, lag far behind their peers academically.\u003c/p>\n\u003cp>About 10% of students who were ever classified as English learners were considered long-term English learners last year, according to state data. Those students had some of the lowest math and English language arts scores of any of California’s 13 other student groups.\u003c/p>\n\u003cp>“We’re celebrating this significant milestone, that long-term English learners get the spotlight they deserve and they are no longer invisible,” said Martha Hernandez, director of Californians Together, which advocates for students who are English learners. “But now the work begins to ensure their needs are met.”\u003c/p>\n\u003cp>Schools need to do a better job helping families who are recent immigrants by finding translators, providing counseling to students, boosting bilingual education and bringing in tutors to help with English and academic skills, said Lindsay Tornatore, director of systems improvement and student success at California County Superintendents, which represents county office of education superintendents.\u003c/p>\n\u003cp>“We should be mindful this is a student group that’s in the greatest need of support,” Tornatore said.\u003c/p>\n\u003ch3>‘Not good enough’\u003c/h3>\n\u003cp>Elsewhere on the dashboard, the graduation rate was 86.4%, up a bit from the previous year and higher than the pre-pandemic rate of 84.2%. However, a related item on the dashboard raised alarm bells with researchers. The number of students meeting the requirements for admission to California’s public universities was up only slightly — an increase of just 3,700 students among a graduating class of 438,000. Close to half of high school graduates are ineligible for the University of California or California State University.\u003c/p>\n\u003cp>“That’s just not good enough,” said Alix Gallagher, interim managing director at the nonpartisan think tank Policy Analysis for California Education. “It means the recovery has been anemic, and that’s a problem. We need a different approach, starting at the state level.”\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://datawrapper.dwcdn.net/mHI0Y/4/\" height=\"400\" width=\"100%\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>She pointed to some districts’ policies of placing students on math tracks that don’t allow them to meet the college admission requirements by their senior year. While not all students should be expected to enroll in four-year colleges, they should at least have the option available, she said.\u003c/p>\n\u003cp>The Department of Education hailed a drop in the suspension rate among all student groups. Student misbehavior increased after schools reopened, and schools struggled to maintain a positive atmosphere for staff and other students. The rate dropped from 3.6% to 3.3% last year.\u003c/p>\n\u003ch3>No major changes to format\u003c/h3>\n\u003cp>The dashboard itself has been under fire recently. The data is too hard for parents to navigate, and the color coding can be misleading, according to a report from the Center for Reinventing Public Education at Arizona State University.\u003c/p>\n\u003cp>For example, a school might earn an orange color, the second-from-lowest designation, for showing slight improvements, but its scores might actually be lower than schools that earned a red, the lowest ranking. The state said it would consider making some changes but hadn’t made any major alterations to this year’s version.\u003c/p>\n\u003cp>The dashboard was released a few weeks earlier than it was last year. By 2026, the dashboard’s release will coincide with the Smarter Balanced test score announcement in mid-October.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>CalMatters data reporter \u003ca href=\"https://calmatters.org/author/ericayee/\">Erica Yee\u003c/a> contributed to this reporting.\u003c/em>\u003c/p>\n\n",
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"excerpt": "The latest California School Dashboard data shows a drop in chronic absenteeism in public schools to 20%, down from a high of 30% three years ago.",
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"title": "Attendance in California Schools Is Slowly Rebounding, New Data Shows | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>California’s public school students are continuing to rebound from the pandemic, with more showing up for class, more graduating and fewer misbehaving at school, according to new data released on Thursday.\u003c/p>\n\u003cp>The California School Dashboard, a color-coded snapshot of how students and schools are faring, showed improvements in many categories during the 2023–24 school year — a relief for schools trying to help students recover academically and social-emotionally after the 2020 campus closures.\u003c/p>\n\u003cp>The most notable improvement was in attendance. The percentage of students who were chronically absent, missing more than 10% of school days in a year, dropped to about 20%, a significant decline from when it peaked at 30% three years ago. Prior to the pandemic, about 12% of students were chronically absent.\u003c/p>\n\u003cp>“This is good news,” said Hedy Chang, director of Attendance Works, a nonprofit that advocates for school attendance. “I’m pleasantly surprised. … To benefit from all the services that schools are offering, kids have to show up.”\u003c/p>\n\u003cp>Since the pandemic, schools across the state have been doubling down on efforts to lure students back to school. Many used their federal and state COVID-19 relief money to hire outreach workers, add bus routes, host pizza parties and otherwise make it easier and more enticing to come to school. Some districts had\u003ca href=\"https://calmatters.org/education/k-12-education/2023/09/soaring-chronic-absenteeism-in-california-schools-is-at-pivotal-moment/\"> social workers connect directly with parents\u003c/a> to solve transportation and other obstacles.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://datawrapper.dwcdn.net/2uJPe/5/\" height=\"500\" width=\"100%\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>Those efforts paid off, Chang said. While the pizza parties helped, she pointed to many schools’ focus on improving campus climate overall. That includes counseling, social-emotional learning, stronger relationships between school staff and families, and health and wellness services.\u003c/p>\n\u003cp>Pandemic relief \u003ca href=\"https://calmatters.org/education/k-12-education/2024/09/pandemic-relief/\">grants expired this year\u003c/a>, so some districts will be scrambling to maintain these programs going forward. But the state’s recent investments in community schools, arts education, transitional kindergarten and other services will help, Chang said.\u003c/p>\n\u003ch3>Recognition for long-term English learners\u003c/h3>\n\u003cp>Another noteworthy item in the dashboard is the inclusion of a new student group: long-term English learners or students who were not fluent in English after seven years. The reasons for these students’ delays vary, but in general, they’re not receiving adequate help learning English and, as a result, lag far behind their peers academically.\u003c/p>\n\u003cp>About 10% of students who were ever classified as English learners were considered long-term English learners last year, according to state data. Those students had some of the lowest math and English language arts scores of any of California’s 13 other student groups.\u003c/p>\n\u003cp>“We’re celebrating this significant milestone, that long-term English learners get the spotlight they deserve and they are no longer invisible,” said Martha Hernandez, director of Californians Together, which advocates for students who are English learners. “But now the work begins to ensure their needs are met.”\u003c/p>\n\u003cp>Schools need to do a better job helping families who are recent immigrants by finding translators, providing counseling to students, boosting bilingual education and bringing in tutors to help with English and academic skills, said Lindsay Tornatore, director of systems improvement and student success at California County Superintendents, which represents county office of education superintendents.\u003c/p>\n\u003cp>“We should be mindful this is a student group that’s in the greatest need of support,” Tornatore said.\u003c/p>\n\u003ch3>‘Not good enough’\u003c/h3>\n\u003cp>Elsewhere on the dashboard, the graduation rate was 86.4%, up a bit from the previous year and higher than the pre-pandemic rate of 84.2%. However, a related item on the dashboard raised alarm bells with researchers. The number of students meeting the requirements for admission to California’s public universities was up only slightly — an increase of just 3,700 students among a graduating class of 438,000. Close to half of high school graduates are ineligible for the University of California or California State University.\u003c/p>\n\u003cp>“That’s just not good enough,” said Alix Gallagher, interim managing director at the nonpartisan think tank Policy Analysis for California Education. “It means the recovery has been anemic, and that’s a problem. We need a different approach, starting at the state level.”\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://datawrapper.dwcdn.net/mHI0Y/4/\" height=\"400\" width=\"100%\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>She pointed to some districts’ policies of placing students on math tracks that don’t allow them to meet the college admission requirements by their senior year. While not all students should be expected to enroll in four-year colleges, they should at least have the option available, she said.\u003c/p>\n\u003cp>The Department of Education hailed a drop in the suspension rate among all student groups. Student misbehavior increased after schools reopened, and schools struggled to maintain a positive atmosphere for staff and other students. The rate dropped from 3.6% to 3.3% last year.\u003c/p>\n\u003ch3>No major changes to format\u003c/h3>\n\u003cp>The dashboard itself has been under fire recently. The data is too hard for parents to navigate, and the color coding can be misleading, according to a report from the Center for Reinventing Public Education at Arizona State University.\u003c/p>\n\u003cp>For example, a school might earn an orange color, the second-from-lowest designation, for showing slight improvements, but its scores might actually be lower than schools that earned a red, the lowest ranking. The state said it would consider making some changes but hadn’t made any major alterations to this year’s version.\u003c/p>\n\u003cp>The dashboard was released a few weeks earlier than it was last year. By 2026, the dashboard’s release will coincide with the Smarter Balanced test score announcement in mid-October.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>CalMatters data reporter \u003ca href=\"https://calmatters.org/author/ericayee/\">Erica Yee\u003c/a> contributed to this reporting.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "california-community-colleges-are-changing-math-placements-heres-what-to-know",
"title": "California Community Colleges are Changing Math Placements. Here's What to Know",
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"content": "\u003cp>If you’re a student at one of California’s community colleges and you plan to study a STEM field, you’ll typically have to pass calculus first before diving into many of the other required classes in physics, engineering, computer science, biology or chemistry.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>A decade ago, you might have started college by taking algebra, trigonometry or precalculus class — or even a remedial class like prealgebra — before getting to calculus. But a \u003ca class=\"external\" href=\"https://justequations.org/resource/charting-a-new-course-investigating-barriers-on-the-calculus-pathway-to-stem\" target=\"_blank\" rel=\"noopener\">body of research\u003c/a> has suggested that having to complete a string of prerequisites before enrolling in calculus wasn’t working for many students and that too many never made it to calculus. That finding was bolstered by evidence showing that Black, Latino and Pell Grant students \u003ca class=\"external\" href=\"https://www.ppic.org/wp-content/uploads/content/pubs/report/R_1116MMR.pdf\" target=\"_blank\" rel=\"noopener\">were overrepresented\u003c/a> in community colleges’ remedial courses.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>Two recent California laws try to address this problem. \u003ca class=\"external\" href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201720180AB705\" target=\"_blank\" rel=\"noopener\">Assembly Bill 705\u003c/a> allows most students to skip all sorts of remedial classes in favor of full credit courses that can transfer to a four-year college; \u003ca class=\"external\" href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202120220AB1705\" target=\"_blank\" rel=\"noopener\">AB 1705\u003c/a> additionally requires colleges to place more STEM students directly into calculus rather than lower-level courses like precalculus or trigonometry.\u003c/p>\n\u003cp>AB 1705 has \u003ca class=\"external\" href=\"https://www.reddit.com/r/Professors/comments/1asg239/californias_ab1705_panicking/?rdt=42530\" target=\"_blank\" rel=\"noopener\">sparked fervent opposition\u003c/a> from some math educators, who worry that less-prepared students who skip traditional prerequisites will fail in calculus and abandon plans to study STEM. They’ve also voiced concern that students who want to take courses like trigonometry and precalculus will no longer be able to do so because the classes will be dropped by colleges.\u003c/p>\n\u003cp>But defenders say AB 1705, which math departments have until fall 2025 to implement, will prevent students from getting detoured or derailed by long course sequences. They note that colleges are swapping out the old prerequisite-heavy model of calculus for new calculus courses with extra support for students who need to learn concepts from algebra and trigonometry as they go. Colleges are also investing in tutoring. In addition, colleges have two years to develop revamped precalculus courses.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>This guide seeks to answer some of the most common questions about what the law means for STEM students and how colleges plan to implement it.\u003c/p>\n\u003ch2>What’s the problem AB 1705 is trying to solve?\u003c/h2>\n\u003cp>Community colleges regularly used to place students deemed to be underprepared in remedialclasses that can’t be transferred to a four-year university. \u003ca class=\"external\" href=\"https://www.ppic.org/publication/policy-brief-tracking-progress-in-community-college-access-and-success/\" target=\"_blank\" rel=\"noopener\">That started to change after AB 705 took effect\u003c/a> in 2018. The Public Policy Institute of California found that between fall 2018 and 2022, the share of students starting in transfer-level math rose, as did the percentage of first-time math students completing such a course in one term.\u003c/p>\n\u003cp>Still, \u003ca href=\"https://edsource.org/2021/community-colleges-are-still-wasting-black-and-latino-students-time/663838\">racial equity gaps\u003c/a> persisted, with white students completing courses at higher rates than Black and Latino students. Advocates also worried that some community colleges were not implementing AB 705 correctly.\u003c/p>\n\u003cp>AB 1705 \u003ca href=\"https://edsource.org/2022/lawmakers-want-to-prevent-students-getting-stuck-in-no-credit-remedial-courses/671448\">builds on AB 705\u003c/a>. As a result of its passage, the \u003ca class=\"external\" href=\"https://leginfo.legislature.ca.gov/faces/codes_displayText.xhtml?lawCode=EDC&division=7.&title=3.&part=48.&chapter=2.&article=1.\" target=\"_blank\" rel=\"noopener\">state education code\u003c/a> now requires U.S. high school graduates to begin community college in courses that meet a requirement of their intended major, though there is an exception if a college can prove a prerequisite course would benefit students. Colleges also have to provide extra help to students who want or need it, such as tutoring or concurrent support courses.\u003c/p>\n\u003cp>“Students should be aware that they have the right to access calculus and, if they want support while they’re in that course, that they’re entitled to get support,” said Jetaun Stevens, a senior staff attorney at the nonprofit law firm Public Advocates.\u003c/p>\n\u003ch2>What guidance has the California Community Colleges Chancellor’s Office provided colleges on implementing the law?\u003c/h2>\n\u003cp>All STEM students must be given the option to take STEM calculus starting on July 1, 2025, according to California Community Colleges Chancellor’s Office \u003ca class=\"external\" href=\"https://www.cccco.edu/-/media/CCCCO-Website/docs/memo/ESLEI-2415-AB-1705-Validation-of-Equitable-Placement-Support-and-Completion-Practices-for-STEM-Progr.pdf\" target=\"_blank\" rel=\"noopener\">guidance\u003c/a>.\u003c/p>\n\u003cp>Only students who either had a high school GPA of 2.6 or less, or who did not pass high school trigonometry, precalculus or calculus with at least a C have the option to take preparatory courses for calculus. Traditionally, that would include courses like precalculus.\u003c/p>\n\u003cp>To comply with the law, the chancellor’s office says colleges can drop or redesign existing preparatory courses like precalculus. If they want to continue offering an existing preparatory course, they’ll need to get the chancellor’s office approval. Colleges must show a student is deemed “highly unlikely to succeed” in STEM calculus without the prep course and meet\u003cs> \u003c/s>additional criteria.\u003c/p>\n\u003ch2>What’s the evidence in favor of overhauling the traditional STEM math prerequisites?\u003c/h2>\n\u003cp>Supporters of AB 1705 often point to studies that tracked how much better STEM students performed when they enrolled directly in calculus.\u003c/p>\n\u003cp>RP Group, a nonprofit that conducts research on behalf of the California community college system, \u003ca class=\"external\" href=\"https://rpgroup.org/Portals/0/Documents/Projects/MultipleMeasures/AB705_Workshops/PreparatoryPathwaysSTEMCalcCompletion_February2024.pdf?ver=2024-04-09-182926-960\" target=\"_blank\" rel=\"noopener\">reported\u003c/a> that students who started in STEM calculus completed the course in two years at higher rates than students who entered a preparatory course for calculus instead and then later tackled calculus, regardless of students’ high school math preparation.\u003c/p>\n\u003cp>\u003ca class=\"external\" href=\"https://rpgroup.org/Portals/0/Documents/Projects/MultipleMeasures/AB705_Workshops/SpotlightOnSTEMCalculus1_Feb2024.pdf\" target=\"_blank\" rel=\"noopener\">Controlling for multiple factors\u003c/a>, RP Group also reported that the probability of completing a first STEM calculus course was lower for students who started in a prerequisite as opposed to students who went straight into calculus.\u003c/p>\n\u003cp>AB 1705’s proponents also highlight Cuyamaca College as an early adopter. \u003ca class=\"external\" href=\"https://accelerationproject.org/wp-content/uploads/2024/06/Cuyamaca-Calc-Coreq-Brief-July-2-2024.pdf\" target=\"_blank\" rel=\"noopener\">A brief by the California Acceleration Project\u003c/a>, one of AB 1705’s backers, reports that 69% of Cuyamaca students who had not studied precalculus and also enrolled in a two-unit support course completed STEM calculus in one term, compared with 30% of students who completed precalculus and then calculus in two terms. Cuyamaca observed improved calculus rates across races; gaps between students of different races were also smaller.\u003c/p>\n\u003ch2>What are math professors’ concerns about AB 1705?\u003c/h2>\n\u003cp>Many math educators said they’re worried about STEM majors with the least math experience — such as students whose highest high school math course was algebra — enrolling directly into calculus. They fear that students will fail those courses at high rates, then drop out of their major or college altogether.\u003c/p>\n\u003cp>“I feel like the state might just be giving up on those students, to be honest,” Rena Weiss, a math professor at Moorpark College said. “They’re wanting to be a STEM major, and they’re going to get put right into Calculus 1. I just can’t imagine a situation where that student would be successful.”\u003c/p>\n\u003cp>Professors are also concerned about students who have been out of school for a long time. Students older than the age of traditional college-goers make up a large portion of the students at California’s community colleges.\u003c/p>\n\u003cp>“To be dropped right into calculus, that’s a pretty significant heavy lift for many of those students,” said Wendy Brill-Wynkoop, president of the Faculty Association of California Community Colleges.\u003c/p>\n\u003cp>Some faculty members also question the RP Group’s research. Both the statewide Academic Senate for the community college system and the academic senates of at least two colleges — \u003ca class=\"external\" href=\"https://edsource.org/wp-content/uploads/2024/11/Resolution-SP24-C-Calling-for-the-Alignment-of-the-CCCCO-AB1705-Guidance-with-AB1705-Legislation.pdf\" target=\"_blank\" rel=\"noopener\">Modesto Junior College\u003c/a> and \u003ca class=\"external\" href=\"https://edsource.org/wp-content/uploads/2024/11/San-Joaquin-Delta-Academic-Senate-AB-1705-resolution-final-draft-1.pdf\" target=\"_blank\" rel=\"noopener\">San Joaquin Delta College\u003c/a> — have passed resolutions calling for a “comprehensive audit” of the data. The \u003ca class=\"external\" href=\"https://sites.google.com/site/csumathcouncil/\" target=\"_blank\" rel=\"noopener\">CSU Math Council\u003c/a>, a forum for the chairs of the university system’s math and statistics departments, also \u003ca class=\"external\" href=\"https://cdn.prod.website-files.com/61afa2b5ded66610900a0b97/66c52247192e9c0327bce1a0_CSU%20Math%20Council%20Resolution%20AB1705%20-%20APPROVED.pdf\" target=\"_blank\" rel=\"noopener\">passed a resolution \u003c/a>calling for a peer review of research used to back AB 1705.\u003c/p>\n\u003ch2>Can STEM students still take calculus prerequisite courses before taking calculus?\u003c/h2>\n\u003cp>Yes, in some cases, at least until 2027.\u003c/p>\n\u003cp>Students at several colleges will have the option to take reshaped, so-called “innovative preparatory courses,” which may include content from college algebra, trigonometry and precalculus.\u003c/p>\n\u003cp>Since the chancellor’s office has not specified what those preparatory courses should include, there is likely to be a lot of variation across the system. At Modesto Junior College, faculty are developing a class that will include curriculum from all three traditional prerequisite courses, said Tina Akers-Porter, a math professor at the college. [aside postID=\"mindshift_63058,mindshift_62724\" label=\"Related Stories\"]\u003c/p>\n\u003cp>Weiss said Moorpark College’s redesigned precalculus course will follow a flipped model, in which students watch lecture videos and complete exercises at home, apply the material to activities in class and then practice the same concepts again after class. Streamlining is another approach; Ohlone College math professor Andy Bloom said colleagues are removing content from an existing precalculus course that students won’t need for their first calculus class.\u003c/p>\n\u003cp>Colleges have until July 2027 to test out the newly revamped preparatory courses. Then, the chancellor’s office will assess the courses again to see if they meet student performance benchmarks.\u003c/p>\n\u003cp>Weiss said she and her colleagues “decided that it was really important to have a precalculus option for students who need it.”\u003c/p>\n\u003cp>Beyond the new innovative preparatory courses, it’s unclear how many colleges will continue to offer prerequisite calculus classes for STEM majors.\u003c/p>\n\u003cp>Tim Melvin, a math professor at Santa Rosa Junior College, is hoping that students can still enroll in calculus prerequisites to get more prepared, even if they have to sign a form acknowledging that the courses aren’t required. “We want to give students more options,” he said. “No requirements, but options.”\u003c/p>\n\u003cp>Brill-Wynkoop said the faculty association is in talks with some legislators and may push for additional legislation that would clarify that colleges can still give STEM majors the option of taking prerequisite classes, without requiring them. The association opposed AB 1705 when it was originally proposed.\u003c/p>\n\u003cp>Chancellor’s office officials, however, would likely oppose such an effort. John Hetts, an executive vice chancellor for the office, said in an email that arguments in favor of giving students a choice are often used “to persuade students to take a slower path or to allow students to self-select into a slower path,” despite the potential for negative consequences.\u003c/p>\n\u003ch2>What are corequisite courses and how are colleges planning to implement them?\u003c/h2>\n\u003cp>Chancellor’s office guidance now says colleges should offer a corequisite course alongside and linked to the calculus class. The corequisite is an additional course of at most two units designed to integrate topics from areas like algebra and trigonometry into calculus.\u003c/p>\n\u003cp>The idea is that with extra course time, instructors can see where students are struggling and offer extra help.\u003c/p>\n\u003cp>Colleges including Chaffey College and Sierra College, for example, now plan to link together corequisite and calculus courses explicitly. Students would sign up for a corequisite scheduledimmediately before or after their calculus course. The two courses would feel to students like a longer, continuous course — one that gives their professors time to review or introduce skills students might have missed.\u003c/p>\n\u003cp>Melvin, at Santa Rosa, said his department is developing a seven-unit calculus class with corequisite support for next fall, which will take up more than half of a given student’s course load.\u003c/p>\n\u003cp>“But for students that maybe need precalculus and a little algebra help, we definitely think it’s going to be effective,” Melvin said.\u003c/p>\n\u003ch2>How are some early calculus corequisite courses going so far?\u003c/h2>\n\u003cp>There are mixed opinions at colleges that already allow STEM students who have not taken precalculus to enroll in calculus courses with a corequisite.\u003c/p>\n\u003cp>Southwestern College math professors Kimberly Eclar and Karen Cliffe said that in fall 2023, the campus opened a calculus course with a two-unit support course for students who had not taken precalculus, offering students additional tutoring and non-credit refresher material, too. They were troubled by the results: Of the students who had not taken precalculus, less than 5% passed the class in its first semester.\u003c/p>\n\u003cp>Some students who do pass calculus without having taken precalculus at college turn out to have learned precalculus while attending high school outside the U.S., Eclar and Cliffe added.\u003c/p>\n\u003cp>Ohlone College is also allowing students who haven’t taken precalculus to enroll directly in calculus with corequisite courses.\u003c/p>\n\u003cp>“I’m not seeing this huge underperformance of my students this semester compared to last semester,” said Bloom, who has presented about STEM calculus support at an \u003ca class=\"external\" href=\"https://rpgroup.org/Events/Strengthening-Student-Success/Workshops\" target=\"_blank\" rel=\"noopener\">RP Group conference\u003c/a>.\u003c/p>\n\u003cp>Bloom said that though some students have dropped the course, there are also positive indicators, including that the average score on the first test of the semester exceeded last year’s average.\u003c/p>\n\u003ch2>What other changes are math departments planning alongside AB 1705?\u003c/h2>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Professors said their campuses are experimenting with technology (like guiding students on how to use AI or using homework software that gauges students’ math skills as they answer questions) and different approaches to testing (like allowing students to retake tests or to choose which questions to answer). Others said they’re aiming to create smaller class sizes, use \u003ca class=\"external\" href=\"https://www.researchforaction.org/news-events/college-access-success/rethinking-placement-how-embedded-tutors-are-helping-community-college-students-succeed/\" target=\"_blank\" rel=\"noopener\">embedded tutors\u003c/a> and tailor calculus courses to meet the needs of life sciences students.\u003c/p>\n\n",
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"excerpt": "Assembly Bill 1705 requiring STEM students to be placed directly into calculus has sparked controversy. Some math educators fear more students will fail calculus. Defenders say the law prevents students getting derailed by prior courses.",
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"title": "California Community Colleges are Changing Math Placements. Here's What to Know | KQED",
"description": "Assembly Bill 1705 requiring STEM students to be placed directly into calculus has sparked controversy. Some math educators fear more students will fail calculus. Defenders say the law prevents students getting derailed by prior courses.",
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"nprByline": "\u003ca href=\"https://edsource.org/author/adipierro\">Amy DiPierro\u003c/a> and \u003ca href=\"https://edsource.org/author/mburke\">Michael Burke, \u003c/a>EdSource ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>If you’re a student at one of California’s community colleges and you plan to study a STEM field, you’ll typically have to pass calculus first before diving into many of the other required classes in physics, engineering, computer science, biology or chemistry.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>A decade ago, you might have started college by taking algebra, trigonometry or precalculus class — or even a remedial class like prealgebra — before getting to calculus. But a \u003ca class=\"external\" href=\"https://justequations.org/resource/charting-a-new-course-investigating-barriers-on-the-calculus-pathway-to-stem\" target=\"_blank\" rel=\"noopener\">body of research\u003c/a> has suggested that having to complete a string of prerequisites before enrolling in calculus wasn’t working for many students and that too many never made it to calculus. That finding was bolstered by evidence showing that Black, Latino and Pell Grant students \u003ca class=\"external\" href=\"https://www.ppic.org/wp-content/uploads/content/pubs/report/R_1116MMR.pdf\" target=\"_blank\" rel=\"noopener\">were overrepresented\u003c/a> in community colleges’ remedial courses.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>Two recent California laws try to address this problem. \u003ca class=\"external\" href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201720180AB705\" target=\"_blank\" rel=\"noopener\">Assembly Bill 705\u003c/a> allows most students to skip all sorts of remedial classes in favor of full credit courses that can transfer to a four-year college; \u003ca class=\"external\" href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202120220AB1705\" target=\"_blank\" rel=\"noopener\">AB 1705\u003c/a> additionally requires colleges to place more STEM students directly into calculus rather than lower-level courses like precalculus or trigonometry.\u003c/p>\n\u003cp>AB 1705 has \u003ca class=\"external\" href=\"https://www.reddit.com/r/Professors/comments/1asg239/californias_ab1705_panicking/?rdt=42530\" target=\"_blank\" rel=\"noopener\">sparked fervent opposition\u003c/a> from some math educators, who worry that less-prepared students who skip traditional prerequisites will fail in calculus and abandon plans to study STEM. They’ve also voiced concern that students who want to take courses like trigonometry and precalculus will no longer be able to do so because the classes will be dropped by colleges.\u003c/p>\n\u003cp>But defenders say AB 1705, which math departments have until fall 2025 to implement, will prevent students from getting detoured or derailed by long course sequences. They note that colleges are swapping out the old prerequisite-heavy model of calculus for new calculus courses with extra support for students who need to learn concepts from algebra and trigonometry as they go. Colleges are also investing in tutoring. In addition, colleges have two years to develop revamped precalculus courses.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This guide seeks to answer some of the most common questions about what the law means for STEM students and how colleges plan to implement it.\u003c/p>\n\u003ch2>What’s the problem AB 1705 is trying to solve?\u003c/h2>\n\u003cp>Community colleges regularly used to place students deemed to be underprepared in remedialclasses that can’t be transferred to a four-year university. \u003ca class=\"external\" href=\"https://www.ppic.org/publication/policy-brief-tracking-progress-in-community-college-access-and-success/\" target=\"_blank\" rel=\"noopener\">That started to change after AB 705 took effect\u003c/a> in 2018. The Public Policy Institute of California found that between fall 2018 and 2022, the share of students starting in transfer-level math rose, as did the percentage of first-time math students completing such a course in one term.\u003c/p>\n\u003cp>Still, \u003ca href=\"https://edsource.org/2021/community-colleges-are-still-wasting-black-and-latino-students-time/663838\">racial equity gaps\u003c/a> persisted, with white students completing courses at higher rates than Black and Latino students. Advocates also worried that some community colleges were not implementing AB 705 correctly.\u003c/p>\n\u003cp>AB 1705 \u003ca href=\"https://edsource.org/2022/lawmakers-want-to-prevent-students-getting-stuck-in-no-credit-remedial-courses/671448\">builds on AB 705\u003c/a>. As a result of its passage, the \u003ca class=\"external\" href=\"https://leginfo.legislature.ca.gov/faces/codes_displayText.xhtml?lawCode=EDC&division=7.&title=3.&part=48.&chapter=2.&article=1.\" target=\"_blank\" rel=\"noopener\">state education code\u003c/a> now requires U.S. high school graduates to begin community college in courses that meet a requirement of their intended major, though there is an exception if a college can prove a prerequisite course would benefit students. Colleges also have to provide extra help to students who want or need it, such as tutoring or concurrent support courses.\u003c/p>\n\u003cp>“Students should be aware that they have the right to access calculus and, if they want support while they’re in that course, that they’re entitled to get support,” said Jetaun Stevens, a senior staff attorney at the nonprofit law firm Public Advocates.\u003c/p>\n\u003ch2>What guidance has the California Community Colleges Chancellor’s Office provided colleges on implementing the law?\u003c/h2>\n\u003cp>All STEM students must be given the option to take STEM calculus starting on July 1, 2025, according to California Community Colleges Chancellor’s Office \u003ca class=\"external\" href=\"https://www.cccco.edu/-/media/CCCCO-Website/docs/memo/ESLEI-2415-AB-1705-Validation-of-Equitable-Placement-Support-and-Completion-Practices-for-STEM-Progr.pdf\" target=\"_blank\" rel=\"noopener\">guidance\u003c/a>.\u003c/p>\n\u003cp>Only students who either had a high school GPA of 2.6 or less, or who did not pass high school trigonometry, precalculus or calculus with at least a C have the option to take preparatory courses for calculus. Traditionally, that would include courses like precalculus.\u003c/p>\n\u003cp>To comply with the law, the chancellor’s office says colleges can drop or redesign existing preparatory courses like precalculus. If they want to continue offering an existing preparatory course, they’ll need to get the chancellor’s office approval. Colleges must show a student is deemed “highly unlikely to succeed” in STEM calculus without the prep course and meet\u003cs> \u003c/s>additional criteria.\u003c/p>\n\u003ch2>What’s the evidence in favor of overhauling the traditional STEM math prerequisites?\u003c/h2>\n\u003cp>Supporters of AB 1705 often point to studies that tracked how much better STEM students performed when they enrolled directly in calculus.\u003c/p>\n\u003cp>RP Group, a nonprofit that conducts research on behalf of the California community college system, \u003ca class=\"external\" href=\"https://rpgroup.org/Portals/0/Documents/Projects/MultipleMeasures/AB705_Workshops/PreparatoryPathwaysSTEMCalcCompletion_February2024.pdf?ver=2024-04-09-182926-960\" target=\"_blank\" rel=\"noopener\">reported\u003c/a> that students who started in STEM calculus completed the course in two years at higher rates than students who entered a preparatory course for calculus instead and then later tackled calculus, regardless of students’ high school math preparation.\u003c/p>\n\u003cp>\u003ca class=\"external\" href=\"https://rpgroup.org/Portals/0/Documents/Projects/MultipleMeasures/AB705_Workshops/SpotlightOnSTEMCalculus1_Feb2024.pdf\" target=\"_blank\" rel=\"noopener\">Controlling for multiple factors\u003c/a>, RP Group also reported that the probability of completing a first STEM calculus course was lower for students who started in a prerequisite as opposed to students who went straight into calculus.\u003c/p>\n\u003cp>AB 1705’s proponents also highlight Cuyamaca College as an early adopter. \u003ca class=\"external\" href=\"https://accelerationproject.org/wp-content/uploads/2024/06/Cuyamaca-Calc-Coreq-Brief-July-2-2024.pdf\" target=\"_blank\" rel=\"noopener\">A brief by the California Acceleration Project\u003c/a>, one of AB 1705’s backers, reports that 69% of Cuyamaca students who had not studied precalculus and also enrolled in a two-unit support course completed STEM calculus in one term, compared with 30% of students who completed precalculus and then calculus in two terms. Cuyamaca observed improved calculus rates across races; gaps between students of different races were also smaller.\u003c/p>\n\u003ch2>What are math professors’ concerns about AB 1705?\u003c/h2>\n\u003cp>Many math educators said they’re worried about STEM majors with the least math experience — such as students whose highest high school math course was algebra — enrolling directly into calculus. They fear that students will fail those courses at high rates, then drop out of their major or college altogether.\u003c/p>\n\u003cp>“I feel like the state might just be giving up on those students, to be honest,” Rena Weiss, a math professor at Moorpark College said. “They’re wanting to be a STEM major, and they’re going to get put right into Calculus 1. I just can’t imagine a situation where that student would be successful.”\u003c/p>\n\u003cp>Professors are also concerned about students who have been out of school for a long time. Students older than the age of traditional college-goers make up a large portion of the students at California’s community colleges.\u003c/p>\n\u003cp>“To be dropped right into calculus, that’s a pretty significant heavy lift for many of those students,” said Wendy Brill-Wynkoop, president of the Faculty Association of California Community Colleges.\u003c/p>\n\u003cp>Some faculty members also question the RP Group’s research. Both the statewide Academic Senate for the community college system and the academic senates of at least two colleges — \u003ca class=\"external\" href=\"https://edsource.org/wp-content/uploads/2024/11/Resolution-SP24-C-Calling-for-the-Alignment-of-the-CCCCO-AB1705-Guidance-with-AB1705-Legislation.pdf\" target=\"_blank\" rel=\"noopener\">Modesto Junior College\u003c/a> and \u003ca class=\"external\" href=\"https://edsource.org/wp-content/uploads/2024/11/San-Joaquin-Delta-Academic-Senate-AB-1705-resolution-final-draft-1.pdf\" target=\"_blank\" rel=\"noopener\">San Joaquin Delta College\u003c/a> — have passed resolutions calling for a “comprehensive audit” of the data. The \u003ca class=\"external\" href=\"https://sites.google.com/site/csumathcouncil/\" target=\"_blank\" rel=\"noopener\">CSU Math Council\u003c/a>, a forum for the chairs of the university system’s math and statistics departments, also \u003ca class=\"external\" href=\"https://cdn.prod.website-files.com/61afa2b5ded66610900a0b97/66c52247192e9c0327bce1a0_CSU%20Math%20Council%20Resolution%20AB1705%20-%20APPROVED.pdf\" target=\"_blank\" rel=\"noopener\">passed a resolution \u003c/a>calling for a peer review of research used to back AB 1705.\u003c/p>\n\u003ch2>Can STEM students still take calculus prerequisite courses before taking calculus?\u003c/h2>\n\u003cp>Yes, in some cases, at least until 2027.\u003c/p>\n\u003cp>Students at several colleges will have the option to take reshaped, so-called “innovative preparatory courses,” which may include content from college algebra, trigonometry and precalculus.\u003c/p>\n\u003cp>Since the chancellor’s office has not specified what those preparatory courses should include, there is likely to be a lot of variation across the system. At Modesto Junior College, faculty are developing a class that will include curriculum from all three traditional prerequisite courses, said Tina Akers-Porter, a math professor at the college. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Weiss said Moorpark College’s redesigned precalculus course will follow a flipped model, in which students watch lecture videos and complete exercises at home, apply the material to activities in class and then practice the same concepts again after class. Streamlining is another approach; Ohlone College math professor Andy Bloom said colleagues are removing content from an existing precalculus course that students won’t need for their first calculus class.\u003c/p>\n\u003cp>Colleges have until July 2027 to test out the newly revamped preparatory courses. Then, the chancellor’s office will assess the courses again to see if they meet student performance benchmarks.\u003c/p>\n\u003cp>Weiss said she and her colleagues “decided that it was really important to have a precalculus option for students who need it.”\u003c/p>\n\u003cp>Beyond the new innovative preparatory courses, it’s unclear how many colleges will continue to offer prerequisite calculus classes for STEM majors.\u003c/p>\n\u003cp>Tim Melvin, a math professor at Santa Rosa Junior College, is hoping that students can still enroll in calculus prerequisites to get more prepared, even if they have to sign a form acknowledging that the courses aren’t required. “We want to give students more options,” he said. “No requirements, but options.”\u003c/p>\n\u003cp>Brill-Wynkoop said the faculty association is in talks with some legislators and may push for additional legislation that would clarify that colleges can still give STEM majors the option of taking prerequisite classes, without requiring them. The association opposed AB 1705 when it was originally proposed.\u003c/p>\n\u003cp>Chancellor’s office officials, however, would likely oppose such an effort. John Hetts, an executive vice chancellor for the office, said in an email that arguments in favor of giving students a choice are often used “to persuade students to take a slower path or to allow students to self-select into a slower path,” despite the potential for negative consequences.\u003c/p>\n\u003ch2>What are corequisite courses and how are colleges planning to implement them?\u003c/h2>\n\u003cp>Chancellor’s office guidance now says colleges should offer a corequisite course alongside and linked to the calculus class. The corequisite is an additional course of at most two units designed to integrate topics from areas like algebra and trigonometry into calculus.\u003c/p>\n\u003cp>The idea is that with extra course time, instructors can see where students are struggling and offer extra help.\u003c/p>\n\u003cp>Colleges including Chaffey College and Sierra College, for example, now plan to link together corequisite and calculus courses explicitly. Students would sign up for a corequisite scheduledimmediately before or after their calculus course. The two courses would feel to students like a longer, continuous course — one that gives their professors time to review or introduce skills students might have missed.\u003c/p>\n\u003cp>Melvin, at Santa Rosa, said his department is developing a seven-unit calculus class with corequisite support for next fall, which will take up more than half of a given student’s course load.\u003c/p>\n\u003cp>“But for students that maybe need precalculus and a little algebra help, we definitely think it’s going to be effective,” Melvin said.\u003c/p>\n\u003ch2>How are some early calculus corequisite courses going so far?\u003c/h2>\n\u003cp>There are mixed opinions at colleges that already allow STEM students who have not taken precalculus to enroll in calculus courses with a corequisite.\u003c/p>\n\u003cp>Southwestern College math professors Kimberly Eclar and Karen Cliffe said that in fall 2023, the campus opened a calculus course with a two-unit support course for students who had not taken precalculus, offering students additional tutoring and non-credit refresher material, too. They were troubled by the results: Of the students who had not taken precalculus, less than 5% passed the class in its first semester.\u003c/p>\n\u003cp>Some students who do pass calculus without having taken precalculus at college turn out to have learned precalculus while attending high school outside the U.S., Eclar and Cliffe added.\u003c/p>\n\u003cp>Ohlone College is also allowing students who haven’t taken precalculus to enroll directly in calculus with corequisite courses.\u003c/p>\n\u003cp>“I’m not seeing this huge underperformance of my students this semester compared to last semester,” said Bloom, who has presented about STEM calculus support at an \u003ca class=\"external\" href=\"https://rpgroup.org/Events/Strengthening-Student-Success/Workshops\" target=\"_blank\" rel=\"noopener\">RP Group conference\u003c/a>.\u003c/p>\n\u003cp>Bloom said that though some students have dropped the course, there are also positive indicators, including that the average score on the first test of the semester exceeded last year’s average.\u003c/p>\n\u003ch2>What other changes are math departments planning alongside AB 1705?\u003c/h2>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Professors said their campuses are experimenting with technology (like guiding students on how to use AI or using homework software that gauges students’ math skills as they answer questions) and different approaches to testing (like allowing students to retake tests or to choose which questions to answer). Others said they’re aiming to create smaller class sizes, use \u003ca class=\"external\" href=\"https://www.researchforaction.org/news-events/college-access-success/rethinking-placement-how-embedded-tutors-are-helping-community-college-students-succeed/\" target=\"_blank\" rel=\"noopener\">embedded tutors\u003c/a> and tailor calculus courses to meet the needs of life sciences students.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "fewer-kids-are-going-to-california-public-schools-is-there-a-right-way-to-close-campuses",
"title": "Fewer Kids Are Going to California Public Schools. Is There a Right Way to Close Campuses?",
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"headTitle": "Fewer Kids Are Going to California Public Schools. Is There a Right Way to Close Campuses? | KQED",
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"content": "\u003cp>When the superintendent in San Francisco Unified proposed closing schools recently, parents launched a prolonged — and successful — protest. The uproar may have died down for now, but the issue is likely to erupt at school boards across the state — and some say that’s a good thing.\u003c/p>\n\u003cp>Declining enrollment, the \u003ca href=\"https://calmatters.org/education/k-12-education/2024/09/pandemic-relief/\">end of pandemic relief grants\u003c/a> and \u003ca href=\"https://calmatters.org/commentary/2024/05/newsom-budget-revision-deficit-cuts/\">state budget uncertainty\u003c/a> have combined to put hundreds of California school districts in precarious financial straits. Closing schools is never a popular option, but for some districts it may be the only way to avoid the state seizing control of operations. When the state takes over a district, the school board loses power and a state-appointed administrator makes cuts until the budget is balanced. A takeover could last a decade.\u003c/p>\n\u003cp>“This is the big thing that we’re going to be dealing with in California education over the next few years. The declines in enrollment that we have seen so far pale in comparison to the declines the state is projecting,” said Carrie Hahnel, a senior fellow at Policy Analysis for California Education. “In some areas, the declines will be severe. And I don’t see how we manage those kinds of reductions without closing schools.”\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-12014801\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/Graph-scaled-e1731790671268.jpg\" alt=\"\" width=\"1817\" height=\"1028\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/Graph-scaled-e1731790671268.jpg 1817w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/Graph-scaled-e1731790671268-800x453.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/Graph-scaled-e1731790671268-1020x577.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/Graph-scaled-e1731790671268-160x91.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/Graph-scaled-e1731790671268-1536x869.jpg 1536w\" sizes=\"(max-width: 1817px) 100vw, 1817px\">\u003c/p>\n\u003cp>The number of students enrolled in California’s K–12 public schools has dropped by 461,000 students — or 7% — over the past two decades. Lower birth rates, declines in immigration and an outflow of families from California have all contributed. Enrollment is expected to \u003ca href=\"https://dru-data-portal-cacensus.hub.arcgis.com/apps/a2a7efaa52b941e7878489aeafc4a1ca/explore\">drop even further over the next decade\u003c/a>, according to the state Department of Finance, to just over 5 million students — a decline of nearly 20% since the peak in the early 2000s.\u003c/p>\n\u003cp>The declines have hit some regions harder than others. San Francisco, Oakland, Los Angeles, San José and San Diego have all experienced steep declines in enrollment, in part due to a high cost of living that’s led families to move to less expensive areas. In San Francisco, the lure of private schools has also made a significant dent in public school enrollment: \u003ca href=\"https://dq.cde.ca.gov/dataquest/dqcensus/EnrEthGrd.aspx?cds=3868478&agglevel=district&year=2023-24\">Roughly 40%\u003c/a> of the children in the city \u003ca href=\"https://www.cde.ca.gov/ds/si/ps/psastatcountsbycnty.asp\">attend private school\u003c/a>, compared to about 9% statewide.\u003c/p>\n\u003cp>Because California funds its schools based on attendance, fewer students equals less money. Pandemic relief grants — totaling more than $13.5 billion in California — offered a buffer for many school districts facing financial hardship, but those grants expire this year. Meanwhile, the state education budget may dip in the coming years due to a shaky economy. Gov. Gavin Newsom largely protected schools from budget cuts this year, but there’s no guarantee that will continue next year.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Closing under-enrolled, half-empty schools is an obvious way for school districts to save money. A bit of the savings comes from facilities costs, such as utility bills and maintenance, but the bulk comes from staff. By reassigning or laying off teachers, districts can consolidate programs and lower their payroll costs. Districts can also lease or sell the vacant schools to generate revenue.\u003c/p>\n\u003cp>But closing schools nearly always sparks impassioned protests from families, students, teachers and the community. Schools are often the heart of a neighborhood, and a closure — especially in a neighborhood that’s already struggling — can be a significant blow. A closed school often means that students must travel further to get to their new school, and adjust to new teachers and a new campus culture. The experience can be deeply disruptive to students as well as teachers and parents.\u003c/p>\n\u003ch2>Impact on Black, lower-income students\u003c/h2>\n\u003cp>It’s often low-income and Black communities that are most affected by school closures, \u003ca href=\"https://edpolicyinca.org/publications/declining-enrollment-school-closures-and-equity-considerations\">research shows\u003c/a>. That’s partly because those neighborhoods have seen some of the greatest declines in enrollment, but some see it as part of a long history of disinvestment in Black students’ education.\u003c/p>\n\u003cp>“If they invested in the schools they want to close, maybe the district wouldn’t have a problem with declining enrollment,” said Brandie Bowen-Bremond, policy director for Coleman Advocates, a nonprofit that promotes policies related to families of color in San Francisco. Tutoring, wellness centers, social workers and other services would make the under-enrolled schools more attractive to local families and they might be less likely to move away or enroll their children in charter schools, she said.\u003c/p>\n\u003cp>Coleman Advocates helped fight proposed school closures in San Francisco Unified last month, a battle that resulted in the superintendent’s resignation and a promise from the new superintendent that the district wouldn’t close schools this year.\u003c/p>\n\u003cfigure id=\"attachment_12014797\" class=\"wp-caption aligncenter\" style=\"max-width: 1568px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12014797\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/110824_Woodworth-Monroe_CS_CM_08-copy.jpg\" alt=\"\" width=\"1568\" height=\"1045\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/110824_Woodworth-Monroe_CS_CM_08-copy.jpg 1568w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/110824_Woodworth-Monroe_CS_CM_08-copy-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/110824_Woodworth-Monroe_CS_CM_08-copy-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/110824_Woodworth-Monroe_CS_CM_08-copy-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/110824_Woodworth-Monroe_CS_CM_08-copy-1536x1024.jpg 1536w\" sizes=\"(max-width: 1568px) 100vw, 1568px\">\u003cfigcaption class=\"wp-caption-text\">A student works on a worksheet at Woodworth-Monroe K–8 Academy in Inglewood on Nov. 8, 2024. \u003ccite>(Carlin Stiehl for CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The California Teachers Association also opposes school closures in nearly all cases. Instead of closing schools, districts should look to lower class sizes, push for more education funding from the state, and look for creative solutions such as partnering with cities to open libraries, parks and community centers at under-used school campuses, the union said.\u003c/p>\n\u003cp>“Closing schools is the last thing we should be doing,” said David Goldberg, president of the California Teachers Association. “Schools are a safety net in so many communities. These schools have a whole ecosystem, a whole history in a community. Disrupting that is a setback that is hard to undo.”\u003c/p>\n\u003ch2>Tough choices in Oakland\u003c/h2>\n\u003cp>But for districts that have already made steep cuts, and are facing grim enrollment projections, school closures may be inevitable. Between 2012 and 2022, California school districts closed nearly 700 schools, and more are almost certain to come. Oakland Unified went through a painful round of school closures three years ago, and the district is bracing for more as it looks to trim a $95 million budget deficit and avoid another state takeover.\u003c/p>\n\u003cp>The district’s enrollment has dropped from 50,000 students in the early 2000s to just 34,000 last year. Meanwhile, the district maintains 77 schools, one of the lowest students-per-school ratios in the state. Fontana Unified, for example, has 46 schools for about the same number of students. Moreno Valley Unified, also with about the same enrollment, has 40 schools.[aside label=\"Related Stories\" postID=\"news_12013686,news_12003311,news_11701044\"]“I’m a firm believer that solvency is the foundation of quality,” Superintendent Kyla Johnson-Trammell said. “It’s pretty straightforward. If we fail to make some of the necessary and difficult cuts, we’ll head toward insolvency.”\u003c/p>\n\u003cp>She expects pushback from the community, but believes that students, teachers and families will be better off in the long run. Closures will free up more money for teacher raises, workforce housing at vacant school sites and improved academic and extracurricular offerings at existing schools.\u003c/p>\n\u003cp>“To think that there’s some way we can do this where everyone’s going to be happy is fantasy,” Johnson-Trammell said. “But we can be transparent, we can be honest, we can lead with respect and compassion. But we cannot lose sight of the economics.”\u003c/p>\n\u003cp>The hardest part for school boards might not even be closing schools. It might come later — ensuring a smooth transition for displaced families and creating long-term financial plans so the district doesn’t go through the same upheaval next year.\u003c/p>\n\u003cp>Districts need to consider even the smallest details, like whether the merged school will have a new mascot, or how new families will be included in school events, Hahnel and her colleagues said. And throughout the process, districts need to include teachers and parents at every step, she said.\u003c/p>\n\u003ch2>Upsides of closures at Azusa Unified\u003c/h2>\n\u003cp>Azusa Unified, a predominantly low-income and Latino district in Los Angeles County, recently managed to close schools with relatively little tumult, thanks in part to meticulous planning. With enrollment dropping from about 12,000 to 6,000 over the last two decades, the need to close schools was inevitable, but a transparent process minimized the disruptions, Superintendent Arturo Ortega said.\u003c/p>\n\u003cp>The key, Ortega said, was a planning committee made up of parents, union representatives and district administrators, who held a series of community meetings to hear concerns and suggestions. The committee made clear the need for school closures, live-streamed meetings on YouTube and kept a regularly updated website. After months of discussions, the committee submitted recommendations to the school board, which approved the plan.\u003c/p>\n\u003cp>The result was a series of closures, mergers and school relocations that Ortega said has led to a slew of upsides: the high school baseball team won the division championship; teachers have more opportunities to collaborate; elementary schools have improved art programs and science labs; the middle school has a new college and career center, science lab and improved sports field; and the high school has more Advanced Placement classes, career pathways and a stronger sports program.\u003c/p>\n\u003cp>“It was important for us that our community understood the ‘why’ behind the school reorganization process,” Ortega said. “Our ‘why’ was to increase and improve our programs and facilities.”\u003c/p>\n\u003ch2>Closures, opportunities in Inglewood\u003c/h2>\n\u003cfigure id=\"attachment_12014798\" class=\"wp-caption aligncenter\" style=\"max-width: 2500px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12014798\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/Copy-of-KQED-side-by-side-downpage-image-6.jpg\" alt=\"\" width=\"2500\" height=\"833\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/Copy-of-KQED-side-by-side-downpage-image-6.jpg 2500w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/Copy-of-KQED-side-by-side-downpage-image-6-800x267.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/Copy-of-KQED-side-by-side-downpage-image-6-1020x340.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/Copy-of-KQED-side-by-side-downpage-image-6-160x53.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/Copy-of-KQED-side-by-side-downpage-image-6-1536x512.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/Copy-of-KQED-side-by-side-downpage-image-6-2048x682.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/Copy-of-KQED-side-by-side-downpage-image-6-1920x640.jpg 1920w\" sizes=\"(max-width: 2500px) 100vw, 2500px\">\u003cfigcaption class=\"wp-caption-text\">Left: A teacher helps a student during class at Woodworth-Monroe K–8 Academy. Right: The school’s logo on a building in Inglewood on Nov. 8, 2024. \u003ccite>(Carlin Stiehl for CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The story of Inglewood Unified is both a cautionary tale for districts that refuse to address declining enrollment, and a success story for those who are navigating the closure process. A dozen years ago, faced with fewer students and a constricting budget, the school board opted not to close schools or make budget cuts and instead borrowed $29 million from the state to close a budget gap. As a condition of the loan, the state took over district operations, appointing its own administrator and stripping all but advisory power from the school board.\u003c/p>\n\u003cp>James Morris is the ninth state-appointed administrator in the role, taking over two years ago. He closed one school and plans to close five more next year. There was resistance, he said, but he had little choice: Two decades ago the district had 18,000 students; now, it’s down to 7,000.\u003c/p>\n\u003cp>“I’m old and I’m tough and I’m going to stay here until the job is done,” said Morris, a former assistant superintendent at Los Angeles Unified. “The children in this district are so full of hope and promise, they deserve the best schools we can give them.”\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-12014802\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/Graph2-scaled-e1731790738332.jpg\" alt=\"\" width=\"1642\" height=\"1297\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/Graph2-scaled-e1731790738332.jpg 1642w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/Graph2-scaled-e1731790738332-800x632.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/Graph2-scaled-e1731790738332-1020x806.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/Graph2-scaled-e1731790738332-160x126.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/Graph2-scaled-e1731790738332-1536x1213.jpg 1536w\" sizes=\"(max-width: 1642px) 100vw, 1642px\">\u003c/p>\n\u003cp>Closing schools has meant laying off staff and closing schools that had expensive maintenance needs. It also stoked the wrath of the community, leading to marathon school board meetings with hundreds of anguished speakers.\u003c/p>\n\u003cp>But the school closures have allowed the district to invest in the new merged schools, modernizing campuses and adding resources. For example, Woodworth-Monroe Academy, a merged TK–8 school, now has a wellness center and more clubs and activities for students. Inglewood High School now has a marching band with 100 students, and \u003ca href=\"https://www.latimes.com/california/story/2024-08-13/dr-dre-jimmy-iovine-to-open-high-school-in-inglewood\">a new design, technology and entrepreneur academy\u003c/a> sponsored by Andre “Dr. Dre” Young and music recording mogul Jimmy Iovine.\u003c/p>\n\u003cp>And the community has come around, at least a little. The alumni association of Morningside High, one of the high schools slated to close, actually endorsed its closure because it means students will have more opportunities.\u003c/p>\n\u003cp>“You can’t have a world-class city if you don’t have a world-class education system,” Morris said. “And that’s what our job has to be.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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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>When the superintendent in San Francisco Unified proposed closing schools recently, parents launched a prolonged — and successful — protest. The uproar may have died down for now, but the issue is likely to erupt at school boards across the state — and some say that’s a good thing.\u003c/p>\n\u003cp>Declining enrollment, the \u003ca href=\"https://calmatters.org/education/k-12-education/2024/09/pandemic-relief/\">end of pandemic relief grants\u003c/a> and \u003ca href=\"https://calmatters.org/commentary/2024/05/newsom-budget-revision-deficit-cuts/\">state budget uncertainty\u003c/a> have combined to put hundreds of California school districts in precarious financial straits. Closing schools is never a popular option, but for some districts it may be the only way to avoid the state seizing control of operations. When the state takes over a district, the school board loses power and a state-appointed administrator makes cuts until the budget is balanced. A takeover could last a decade.\u003c/p>\n\u003cp>“This is the big thing that we’re going to be dealing with in California education over the next few years. The declines in enrollment that we have seen so far pale in comparison to the declines the state is projecting,” said Carrie Hahnel, a senior fellow at Policy Analysis for California Education. “In some areas, the declines will be severe. And I don’t see how we manage those kinds of reductions without closing schools.”\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-12014801\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/Graph-scaled-e1731790671268.jpg\" alt=\"\" width=\"1817\" height=\"1028\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/Graph-scaled-e1731790671268.jpg 1817w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/Graph-scaled-e1731790671268-800x453.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/Graph-scaled-e1731790671268-1020x577.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/Graph-scaled-e1731790671268-160x91.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/Graph-scaled-e1731790671268-1536x869.jpg 1536w\" sizes=\"(max-width: 1817px) 100vw, 1817px\">\u003c/p>\n\u003cp>The number of students enrolled in California’s K–12 public schools has dropped by 461,000 students — or 7% — over the past two decades. Lower birth rates, declines in immigration and an outflow of families from California have all contributed. Enrollment is expected to \u003ca href=\"https://dru-data-portal-cacensus.hub.arcgis.com/apps/a2a7efaa52b941e7878489aeafc4a1ca/explore\">drop even further over the next decade\u003c/a>, according to the state Department of Finance, to just over 5 million students — a decline of nearly 20% since the peak in the early 2000s.\u003c/p>\n\u003cp>The declines have hit some regions harder than others. San Francisco, Oakland, Los Angeles, San José and San Diego have all experienced steep declines in enrollment, in part due to a high cost of living that’s led families to move to less expensive areas. In San Francisco, the lure of private schools has also made a significant dent in public school enrollment: \u003ca href=\"https://dq.cde.ca.gov/dataquest/dqcensus/EnrEthGrd.aspx?cds=3868478&agglevel=district&year=2023-24\">Roughly 40%\u003c/a> of the children in the city \u003ca href=\"https://www.cde.ca.gov/ds/si/ps/psastatcountsbycnty.asp\">attend private school\u003c/a>, compared to about 9% statewide.\u003c/p>\n\u003cp>Because California funds its schools based on attendance, fewer students equals less money. Pandemic relief grants — totaling more than $13.5 billion in California — offered a buffer for many school districts facing financial hardship, but those grants expire this year. Meanwhile, the state education budget may dip in the coming years due to a shaky economy. Gov. Gavin Newsom largely protected schools from budget cuts this year, but there’s no guarantee that will continue next year.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Closing under-enrolled, half-empty schools is an obvious way for school districts to save money. A bit of the savings comes from facilities costs, such as utility bills and maintenance, but the bulk comes from staff. By reassigning or laying off teachers, districts can consolidate programs and lower their payroll costs. Districts can also lease or sell the vacant schools to generate revenue.\u003c/p>\n\u003cp>But closing schools nearly always sparks impassioned protests from families, students, teachers and the community. Schools are often the heart of a neighborhood, and a closure — especially in a neighborhood that’s already struggling — can be a significant blow. A closed school often means that students must travel further to get to their new school, and adjust to new teachers and a new campus culture. The experience can be deeply disruptive to students as well as teachers and parents.\u003c/p>\n\u003ch2>Impact on Black, lower-income students\u003c/h2>\n\u003cp>It’s often low-income and Black communities that are most affected by school closures, \u003ca href=\"https://edpolicyinca.org/publications/declining-enrollment-school-closures-and-equity-considerations\">research shows\u003c/a>. That’s partly because those neighborhoods have seen some of the greatest declines in enrollment, but some see it as part of a long history of disinvestment in Black students’ education.\u003c/p>\n\u003cp>“If they invested in the schools they want to close, maybe the district wouldn’t have a problem with declining enrollment,” said Brandie Bowen-Bremond, policy director for Coleman Advocates, a nonprofit that promotes policies related to families of color in San Francisco. Tutoring, wellness centers, social workers and other services would make the under-enrolled schools more attractive to local families and they might be less likely to move away or enroll their children in charter schools, she said.\u003c/p>\n\u003cp>Coleman Advocates helped fight proposed school closures in San Francisco Unified last month, a battle that resulted in the superintendent’s resignation and a promise from the new superintendent that the district wouldn’t close schools this year.\u003c/p>\n\u003cfigure id=\"attachment_12014797\" class=\"wp-caption aligncenter\" style=\"max-width: 1568px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12014797\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/110824_Woodworth-Monroe_CS_CM_08-copy.jpg\" alt=\"\" width=\"1568\" height=\"1045\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/110824_Woodworth-Monroe_CS_CM_08-copy.jpg 1568w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/110824_Woodworth-Monroe_CS_CM_08-copy-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/110824_Woodworth-Monroe_CS_CM_08-copy-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/110824_Woodworth-Monroe_CS_CM_08-copy-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/110824_Woodworth-Monroe_CS_CM_08-copy-1536x1024.jpg 1536w\" sizes=\"(max-width: 1568px) 100vw, 1568px\">\u003cfigcaption class=\"wp-caption-text\">A student works on a worksheet at Woodworth-Monroe K–8 Academy in Inglewood on Nov. 8, 2024. \u003ccite>(Carlin Stiehl for CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The California Teachers Association also opposes school closures in nearly all cases. Instead of closing schools, districts should look to lower class sizes, push for more education funding from the state, and look for creative solutions such as partnering with cities to open libraries, parks and community centers at under-used school campuses, the union said.\u003c/p>\n\u003cp>“Closing schools is the last thing we should be doing,” said David Goldberg, president of the California Teachers Association. “Schools are a safety net in so many communities. These schools have a whole ecosystem, a whole history in a community. Disrupting that is a setback that is hard to undo.”\u003c/p>\n\u003ch2>Tough choices in Oakland\u003c/h2>\n\u003cp>But for districts that have already made steep cuts, and are facing grim enrollment projections, school closures may be inevitable. Between 2012 and 2022, California school districts closed nearly 700 schools, and more are almost certain to come. Oakland Unified went through a painful round of school closures three years ago, and the district is bracing for more as it looks to trim a $95 million budget deficit and avoid another state takeover.\u003c/p>\n\u003cp>The district’s enrollment has dropped from 50,000 students in the early 2000s to just 34,000 last year. Meanwhile, the district maintains 77 schools, one of the lowest students-per-school ratios in the state. Fontana Unified, for example, has 46 schools for about the same number of students. Moreno Valley Unified, also with about the same enrollment, has 40 schools.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“I’m a firm believer that solvency is the foundation of quality,” Superintendent Kyla Johnson-Trammell said. “It’s pretty straightforward. If we fail to make some of the necessary and difficult cuts, we’ll head toward insolvency.”\u003c/p>\n\u003cp>She expects pushback from the community, but believes that students, teachers and families will be better off in the long run. Closures will free up more money for teacher raises, workforce housing at vacant school sites and improved academic and extracurricular offerings at existing schools.\u003c/p>\n\u003cp>“To think that there’s some way we can do this where everyone’s going to be happy is fantasy,” Johnson-Trammell said. “But we can be transparent, we can be honest, we can lead with respect and compassion. But we cannot lose sight of the economics.”\u003c/p>\n\u003cp>The hardest part for school boards might not even be closing schools. It might come later — ensuring a smooth transition for displaced families and creating long-term financial plans so the district doesn’t go through the same upheaval next year.\u003c/p>\n\u003cp>Districts need to consider even the smallest details, like whether the merged school will have a new mascot, or how new families will be included in school events, Hahnel and her colleagues said. And throughout the process, districts need to include teachers and parents at every step, she said.\u003c/p>\n\u003ch2>Upsides of closures at Azusa Unified\u003c/h2>\n\u003cp>Azusa Unified, a predominantly low-income and Latino district in Los Angeles County, recently managed to close schools with relatively little tumult, thanks in part to meticulous planning. With enrollment dropping from about 12,000 to 6,000 over the last two decades, the need to close schools was inevitable, but a transparent process minimized the disruptions, Superintendent Arturo Ortega said.\u003c/p>\n\u003cp>The key, Ortega said, was a planning committee made up of parents, union representatives and district administrators, who held a series of community meetings to hear concerns and suggestions. The committee made clear the need for school closures, live-streamed meetings on YouTube and kept a regularly updated website. After months of discussions, the committee submitted recommendations to the school board, which approved the plan.\u003c/p>\n\u003cp>The result was a series of closures, mergers and school relocations that Ortega said has led to a slew of upsides: the high school baseball team won the division championship; teachers have more opportunities to collaborate; elementary schools have improved art programs and science labs; the middle school has a new college and career center, science lab and improved sports field; and the high school has more Advanced Placement classes, career pathways and a stronger sports program.\u003c/p>\n\u003cp>“It was important for us that our community understood the ‘why’ behind the school reorganization process,” Ortega said. “Our ‘why’ was to increase and improve our programs and facilities.”\u003c/p>\n\u003ch2>Closures, opportunities in Inglewood\u003c/h2>\n\u003cfigure id=\"attachment_12014798\" class=\"wp-caption aligncenter\" style=\"max-width: 2500px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12014798\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/Copy-of-KQED-side-by-side-downpage-image-6.jpg\" alt=\"\" width=\"2500\" height=\"833\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/Copy-of-KQED-side-by-side-downpage-image-6.jpg 2500w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/Copy-of-KQED-side-by-side-downpage-image-6-800x267.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/Copy-of-KQED-side-by-side-downpage-image-6-1020x340.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/Copy-of-KQED-side-by-side-downpage-image-6-160x53.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/Copy-of-KQED-side-by-side-downpage-image-6-1536x512.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/Copy-of-KQED-side-by-side-downpage-image-6-2048x682.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/Copy-of-KQED-side-by-side-downpage-image-6-1920x640.jpg 1920w\" sizes=\"(max-width: 2500px) 100vw, 2500px\">\u003cfigcaption class=\"wp-caption-text\">Left: A teacher helps a student during class at Woodworth-Monroe K–8 Academy. Right: The school’s logo on a building in Inglewood on Nov. 8, 2024. \u003ccite>(Carlin Stiehl for CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The story of Inglewood Unified is both a cautionary tale for districts that refuse to address declining enrollment, and a success story for those who are navigating the closure process. A dozen years ago, faced with fewer students and a constricting budget, the school board opted not to close schools or make budget cuts and instead borrowed $29 million from the state to close a budget gap. As a condition of the loan, the state took over district operations, appointing its own administrator and stripping all but advisory power from the school board.\u003c/p>\n\u003cp>James Morris is the ninth state-appointed administrator in the role, taking over two years ago. He closed one school and plans to close five more next year. There was resistance, he said, but he had little choice: Two decades ago the district had 18,000 students; now, it’s down to 7,000.\u003c/p>\n\u003cp>“I’m old and I’m tough and I’m going to stay here until the job is done,” said Morris, a former assistant superintendent at Los Angeles Unified. “The children in this district are so full of hope and promise, they deserve the best schools we can give them.”\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-12014802\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/Graph2-scaled-e1731790738332.jpg\" alt=\"\" width=\"1642\" height=\"1297\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/Graph2-scaled-e1731790738332.jpg 1642w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/Graph2-scaled-e1731790738332-800x632.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/Graph2-scaled-e1731790738332-1020x806.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/Graph2-scaled-e1731790738332-160x126.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/Graph2-scaled-e1731790738332-1536x1213.jpg 1536w\" sizes=\"(max-width: 1642px) 100vw, 1642px\">\u003c/p>\n\u003cp>Closing schools has meant laying off staff and closing schools that had expensive maintenance needs. It also stoked the wrath of the community, leading to marathon school board meetings with hundreds of anguished speakers.\u003c/p>\n\u003cp>But the school closures have allowed the district to invest in the new merged schools, modernizing campuses and adding resources. For example, Woodworth-Monroe Academy, a merged TK–8 school, now has a wellness center and more clubs and activities for students. Inglewood High School now has a marching band with 100 students, and \u003ca href=\"https://www.latimes.com/california/story/2024-08-13/dr-dre-jimmy-iovine-to-open-high-school-in-inglewood\">a new design, technology and entrepreneur academy\u003c/a> sponsored by Andre “Dr. Dre” Young and music recording mogul Jimmy Iovine.\u003c/p>\n\u003cp>And the community has come around, at least a little. The alumni association of Morningside High, one of the high schools slated to close, actually endorsed its closure because it means students will have more opportunities.\u003c/p>\n\u003cp>“You can’t have a world-class city if you don’t have a world-class education system,” Morris said. “And that’s what our job has to be.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "it-used-to-be-a-notoriously-violent-prison-now-its-home-to-a-first-of-its-kind-education-program",
"title": "It Used to Be a Notoriously Violent Prison. Now It’s Home to a First-of-Its Kind Education Program",
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"headTitle": "It Used to Be a Notoriously Violent Prison. Now It’s Home to a First-of-Its Kind Education Program | KQED",
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"content": "\u003cp>CRESCENT CITY, Calif. — In less than 15 minutes, Michael Mariscal validated why a team of officials at Cal Poly Humboldt has spent more than three years trying to set up the first bachelor’s degree program at a maximum-security prison in California.\u003c/p>\n\u003cp>At the end of a class in persuasive speaking, Mariscal was tasked with giving a presentation to highlight his personal growth. His 22 classmates inside B Facility at Pelican Bay State Prison were skeptical: Just two weeks earlier, Mariscal had used his presentation time to give step-by-step directions on how to make a peanut butter and jelly sandwich.\u003c/p>\n\u003cp>But today was different.\u003c/p>\n\u003cp>“I’ve never told this to anyone before,” the 32-year-old Mariscal said, holding back tears as he explained his feelings when he learned at his trial that the state was requesting he be put to death. “I said, ‘That’s OK, that’s cool,’” showing no outward emotion at the time, he told the class. But inside, his mind was reeling.\u003c/p>\n\u003cp>“I’m not innocent; I did everything I was convicted for,” he quickly added, referring to a gang shooting that left two people dead.\u003c/p>\n\u003cfigure id=\"attachment_12014138\" class=\"wp-caption alignnone\" style=\"max-width: 1568px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12014138\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/101724-HECHINGER-Pelican-MO-CM-11-copy.jpg\" alt=\"\" width=\"1568\" height=\"1045\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/101724-HECHINGER-Pelican-MO-CM-11-copy.jpg 1568w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/101724-HECHINGER-Pelican-MO-CM-11-copy-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/101724-HECHINGER-Pelican-MO-CM-11-copy-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/101724-HECHINGER-Pelican-MO-CM-11-copy-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/101724-HECHINGER-Pelican-MO-CM-11-copy-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1568px) 100vw, 1568px\">\u003cfigcaption class=\"wp-caption-text\">Incarcerated college students applaud Michael Anthony Mariscal, 32, after he gave a presentation about his own journey to turn his life around during a CalPoly Humboldt class on persuasive speaking at Pelican Bay State Prison in Crescent City, on Sept. 17, 2024. \u003ccite>(Manuel Orbegozo for Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Mariscal went on to say that his brother had received a life sentence and been murdered while in prison. Mariscal himself was given five life sentences. He declared that he did not expect ever to be released but finished by saying, “I can still live a meaningful life in here. Freedom is different for everybody.”\u003c/p>\n\u003cp>A shocked silence filled the room before classmate Darryl Baca spoke up. “That’s some raw stuff right here. I recognize the potential in you.”\u003c/p>\n\u003cp>“It’s not the first time I’ve cried after class,” the professor, Romi Hitchcock-Tinseth, said later, although she was teaching only her fourth session at the prison.\u003c/p>\n\u003cfigure id=\"attachment_12014139\" class=\"wp-caption alignnone\" style=\"max-width: 1568px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12014139\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/101724-HECHINGER-Pelican-MO-CM-13-copy.jpg\" alt=\"\" width=\"1568\" height=\"1046\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/101724-HECHINGER-Pelican-MO-CM-13-copy.jpg 1568w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/101724-HECHINGER-Pelican-MO-CM-13-copy-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/101724-HECHINGER-Pelican-MO-CM-13-copy-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/101724-HECHINGER-Pelican-MO-CM-13-copy-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/101724-HECHINGER-Pelican-MO-CM-13-copy-1536x1025.jpg 1536w\" sizes=\"auto, (max-width: 1568px) 100vw, 1568px\">\u003cfigcaption class=\"wp-caption-text\">Incarcerated college student Michael Anthony Mariscal, 32, center, leaves the education hallway with fellow classmates after school at Pelican Bay State Prison in Crescent City, Calif, on Sept. 17, 2024. \u003ccite>(Manuel Orbegozo for Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Mariscal’s speech exemplified everything officials at Cal Poly Humboldt hoped to accomplish when they set out to create a satellite campus at one of the most notorious prisons in the country. They knew that earning a degree could help some men shorten their sentences and possibly land well-paying jobs once released. But they also hoped that the classes, and the camaraderie fostered there, would pay immediate dividends, lessening violence at the prison and improving students’ daily behaviors. Seeing Mariscal address his past while both sharing his feelings and mapping out a hopeful path forward just four weeks into the semester was validating, officials said.\u003c/p>\n\u003cp>California has been a leader in \u003ca href=\"https://calmatters.org/education/higher-education/college-beat/2021/10/prison-bachelors-degree-california-inside-out/\">prison education\u003c/a> programs, starting with a \u003ca href=\"https://lao.ca.gov/Publications/Report/4913#:~:text=In%202014%2C%20the%20state%20approved,closed%20to%20the%20general%20public).\">2014 rule\u003c/a> authorizing state funding for community colleges to set up programs for students who are incarcerated. Since then, some 25 community colleges and eight universities have established degree-granting programs that now cover every facility in the state. Humboldt’s Pelican Bay program is not only the state’s first bachelor’s initiative at a max-security prison; earlier this year, it became the first program in the country approved under new federal Department of Education rules to let incarcerated individuals access \u003ca href=\"https://now.humboldt.edu/news/prison-education-program-first-nation-receive-pell-grant-eligibility-under-new-federal-policy\">Pell Grant funds\u003c/a> to pay for college.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>For about 29 years, Pell money had been largely prohibited for individuals who are incarcerated, with the exception of a small federal pilot program \u003ca href=\"https://www.vera.org/publications/second-chance-pell-six-years-of-expanding-access-to-education-in-prison\">that debuted in 2015\u003c/a>. The new Pell rules made 767,000 people at state prisons nationwide eligible to pay for college with federal funds — starting with a handful of those at Pelican Bay.\u003c/p>\n\u003cp>“We’re setting an example,” said Tony Wallin-Sato, a former Humboldt official who helped create the program. “If we can be successful at Pelican Bay, it can work anywhere.”\u003c/p>\n\u003cp>Pelican Bay is one of the most infamous prisons in the country. Built in 1989 in the extreme northwest corner of California, the facility was created to isolate its occupants in two ways. Many of the men who are incarcerated there hail from the Los Angeles area, nearly 700 miles south. And nearly half of the facility’s units were \u003ca href=\"https://www.nytimes.com/2015/08/04/health/solitary-confinement-mental-illness.html\">built for solitary confinement\u003c/a>, with some occupants stuck inside these 7-by-11-foot cells for decades.\u003c/p>\n\u003cp>A “60 Minutes” report in 1993 highlighted excessive force by guards, and a 1995 lawsuit exposed inadequate medical care. In 2013, people incarcerated there staged a two-month hunger strike that spread throughout the state’s prisons to protest the excessive use of \u003ca href=\"https://calmatters.org/justice/2022/09/california-solitary-confinement-bill/\">solitary confinement\u003c/a>.\u003c/p>\n\u003cp>But program staffers and people incarcerated at the facility say day-to-day life there now bears little resemblance to those days. About 400 of the prison’s 2,200 incarcerated men currently take classes that include GED preparation, courses from four community colleges and, now, Humboldt’s new bachelor’s program.\u003c/p>\n\u003cp>Pelican Bay “used to be one of the most violent prisons in the country. Now it’s not,” said Mark Taylor, a Humboldt official who spent more than 21 years incarcerated before helping to create this program.\u003c/p>\n\u003cp>In fact, incarcerated students openly drop hints around Kari Telaro Rexford, the prison’s supervisor of academic instruction, telling her they hope she’ll soon bring in a master’s degree program. “I’m trying,” she tells them.\u003c/p>\n\u003ch2>Humboldt prison program ‘makes people safer’\u003c/h2>\n\u003cp>Rebecca Silbert, the deputy superintendent of higher education for the state’s Department of Corrections and Rehabilitation, has watched every program that has started in the eight years since bachelor’s degree programs began in state prisons. “Because of the involvement of senior leadership,” she said, “Cal Poly Humboldt’s was the easiest by far.”\u003c/p>\n\u003cp>Yet Silbert admitted she first tried to talk officials out of creating this program. “Are you sure?” she said she asked them. “It’s easy to be starry-eyed in the beginning, but it’s an endeavor.”\u003c/p>\n\u003cp>Humboldt’s provost, Jenn Capps, said she agreed with that assessment but pushed on because the program “makes people safer.” Offering bachelor’s degree classes helps “disrupt the narrative” of violence in these men’s lives, making life safer for them, their families, guards at Pelican Bay, and ultimately the public, she argued.\u003c/p>\n\u003cp>“There are lots of myths out there about people who are incarcerated,” Capps said. “But everybody wants community safety. Offering prison education programs is key to community safety.”\u003c/p>\n\u003cp>A team of Cal Poly Humboldt officials worked for more than two years before beginning the program in January. The university’s communications department chair, Maxwell Schnurer, taught a class at the prison through the College of the Redwoods to understand why that community college’s program had been so successful. Redwoods began with one course at the prison in 2015, and its program has since mushroomed to 43 courses serving 390 students, said Tory Eagles, the college’s Pelican Bay Scholars program manager.\u003c/p>\n\u003cfigure id=\"attachment_12014137\" class=\"wp-caption alignnone\" style=\"max-width: 1568px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12014137\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/101724-HECHINGER-Pelican-MO-CM-03-copy.jpg\" alt=\"\" width=\"1568\" height=\"1045\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/101724-HECHINGER-Pelican-MO-CM-03-copy.jpg 1568w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/101724-HECHINGER-Pelican-MO-CM-03-copy-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/101724-HECHINGER-Pelican-MO-CM-03-copy-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/101724-HECHINGER-Pelican-MO-CM-03-copy-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/101724-HECHINGER-Pelican-MO-CM-03-copy-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1568px) 100vw, 1568px\">\u003cfigcaption class=\"wp-caption-text\">CalPoly Humboldt communications lecturer Romi Hitchcock-Tinseth discusses a presentation assignment with inmates during her persuasive speaking class at Pelican Bay State Prison in Crescent City on Sept. 17, 2024. \u003ccite>(Manuel Orbegozo for Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>As of this semester, the university has ramped up to four classes, each of which are taken by all of the school’s 23 students. Each student had already earned associate degrees and all are now communications majors. Humboldt’s five-year plan is to add other majors and expand to two more of the prison’s four yards, said Steve Ladwig, the director of the university’s Transformative and Restorative Education Center.\u003c/p>\n\u003cp>Being the first program the federal government authorized to use Pell Grants for incarcerated men put a spotlight on Humboldt’s work. However, actually getting those funds has proven to be hard, largely because of the federal Department of Education’s botched rollout of the Free Application for Federal Student Aid, or FAFSA, last year.\u003c/p>\n\u003cp>Although all of Humboldt’s students are eligible for Pell, only about half of the 23 have had their applications reviewed by the Department of Education so far, said Ladwig. While the university waits for approval of its students’ Pell Grants, it is covering tuition for each student, he added.\u003c/p>\n\u003cp>When Humboldt staged a ceremony to hand incarcerated individuals their college acceptance letters, Ladwig had to venture to the prison’s solitary confinement wing to deliver Mariscal’s letter because he was being punished for getting into a fight.\u003c/p>\n\u003ch2>Decades in solitary confinement\u003c/h2>\n\u003cp>Darryl Baca — the student who praised Mariscal after his classroom speech — epitomizes the entire history of Pelican Bay. He came to the prison in 1990, only months after it opened. He spent his first 25 years in solitary confinement, where many incarcerated individuals with gang backgrounds were placed. He was part of the \u003ca href=\"https://www.kqed.org/forum/2010101905589/how-a-massive-california-prison-hunger-strike-overhauled-solitary-confinement\">2013 hunger strike \u003c/a>that led to changes in how the prison uses solitary. Now, he’s not only a straight-A student but someone both staff and fellow students look to for guidance.\u003c/p>\n\u003cp>As Mariscal unspooled his revelation, Baca noticed the seven-minute timer the instructor had set was about to go off and interrupt his speech. From his seat at the front of the class, Baca reached over and deftly paused the timer while handing Mariscal a tissue.\u003c/p>\n\u003cp>Baca said it took him three tries to earn his GED. Later, he used correspondence courses to secure an associate degree. He continued his education with College of the Redwood’s courses and said he recently passed up a chance to transfer to a lower-security prison because of his Humboldt classes.\u003c/p>\n\u003cp>“It’s the opportunity of a lifetime,” he said. The college classes have erased the barriers that typically exist among prisoners of different backgrounds, he explained. While classmates support each other, many people at the prison “are making better choices now. The culture has evolved. We’re like a campus now.”\u003c/p>\n\u003cp>Baca isn’t the only person incarcerated at Pelican Bay who has rejected possible transfers to other prisons. Others said they made the difficult decision to pass up the chance to be moved closer to home and earn a lower-security designation because they wanted to continue in Humboldt’s classes. “I told my family, ‘I want to see you and get closer, but I can’t transfer,’” said Davion Holman, 35, who is originally from the Los Angeles area. Holman, sentenced to 31 years in 2013, told his classmates that before being arrested, he liked school. “I knew I was smart, but I was content being stupid,” he said.\u003c/p>\n\u003cp>“We take it serious because it is serious,” he added.\u003c/p>\n\u003cp>Humboldt Professor Roberto Mónico, who teaches a course called multiethnic resistance in the U.S., says at times, it feels more like a graduate-level seminar than an undergraduate class. Students are well prepared, he said, with “all the readings marked up,” and they drop in references to the theories of Plato and Aristotle. Yet they can be sensitive about not knowing how to create a PowerPoint presentation or other computer skills because of their lack of formal education.\u003c/p>\n\u003cp>“If I tell them to read two out of five essays, they read all five,” said Hitchcock-Tinseth. Added Ladwig: “They are phenomenally well prepared to take on a bachelor’s degree.”\u003c/p>\n\u003cp>Being in a college classroom and able to debate ideas freely is “not mirrored in a lot of other prison experiences,” said Ruth Delaney, who directs the Vera Institute of Justice’s Unlocking Potential initiative, which helps colleges develop prison programs.\u003c/p>\n\u003cfigure id=\"attachment_12014136\" class=\"wp-caption alignright\" style=\"max-width: 1568px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12014136\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/101724-HECHINGER-Pelican-MO-CM-04-copy.jpg\" alt=\"\" width=\"1568\" height=\"1960\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/101724-HECHINGER-Pelican-MO-CM-04-copy.jpg 1568w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/101724-HECHINGER-Pelican-MO-CM-04-copy-800x1000.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/101724-HECHINGER-Pelican-MO-CM-04-copy-1020x1275.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/101724-HECHINGER-Pelican-MO-CM-04-copy-160x200.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/101724-HECHINGER-Pelican-MO-CM-04-copy-1229x1536.jpg 1229w\" sizes=\"auto, (max-width: 1568px) 100vw, 1568px\">\u003cfigcaption class=\"wp-caption-text\">Francisco Vallejo, an incarcerated college student with a passion for multicultural resistance courses, poses in front of a mural painted by inmates at Pelican Bay State Prison in Crescent City on Sept. 17, 2024. \u003ccite>(Manuel Orbegozo for Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Francisco Vallejo admitted he struggled when he first began taking community college classes, dropping some before trying again the next semester. But now he hopes his academic progress will bolster his case for parole in 2026. “I had to train to be a student,” he said. “Redwoods gives you the tools, but you use them at Humboldt.”\u003c/p>\n\u003cp>Student Dom Congiardo said the prison environment teaches people to guard their feelings. But taking college classes shows them “you don’t have to be afraid to open up,” he said. “You won’t be judged for it. It’s all new territory for us.”\u003c/p>\n\u003cp>Carlson Bryant is another student who declined a transfer to stay in Humboldt’s program. At 41 years old, he’s been at Pelican Bay since 2003, more than half his life.\u003c/p>\n\u003cp>Bryant said he was scared of the prison’s reputation when he came to Pelican Bay at age 19. “In the beginning, I would have left so fast,” he said. “But there’s too much positive stuff here. It changes you all the way around.”\u003c/p>\n\u003cp>\u003cem>Contact editor Lawrie Mifflin at 212-678-4078 or mifflin@hechingerreport.org.\u003c/em>\u003c/p>\n\u003cp>\u003cem>This story was produced with support from the Education Writers Association Reporting Fellowship program.\u003c/em>\u003c/p>\n\u003cp>\u003cem>This story about prison education was produced by \u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003ca href=\"https://hechingerreport.org/highereducation/\">Hechinger higher education newsletter\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "Cal Poly Humboldt’s bachelor’s program offers new opportunity to people incarcerated at maximum-security Pelican Bay State Prison",
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"title": "It Used to Be a Notoriously Violent Prison. Now It’s Home to a First-of-Its Kind Education Program | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>CRESCENT CITY, Calif. — In less than 15 minutes, Michael Mariscal validated why a team of officials at Cal Poly Humboldt has spent more than three years trying to set up the first bachelor’s degree program at a maximum-security prison in California.\u003c/p>\n\u003cp>At the end of a class in persuasive speaking, Mariscal was tasked with giving a presentation to highlight his personal growth. His 22 classmates inside B Facility at Pelican Bay State Prison were skeptical: Just two weeks earlier, Mariscal had used his presentation time to give step-by-step directions on how to make a peanut butter and jelly sandwich.\u003c/p>\n\u003cp>But today was different.\u003c/p>\n\u003cp>“I’ve never told this to anyone before,” the 32-year-old Mariscal said, holding back tears as he explained his feelings when he learned at his trial that the state was requesting he be put to death. “I said, ‘That’s OK, that’s cool,’” showing no outward emotion at the time, he told the class. But inside, his mind was reeling.\u003c/p>\n\u003cp>“I’m not innocent; I did everything I was convicted for,” he quickly added, referring to a gang shooting that left two people dead.\u003c/p>\n\u003cfigure id=\"attachment_12014138\" class=\"wp-caption alignnone\" style=\"max-width: 1568px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12014138\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/101724-HECHINGER-Pelican-MO-CM-11-copy.jpg\" alt=\"\" width=\"1568\" height=\"1045\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/101724-HECHINGER-Pelican-MO-CM-11-copy.jpg 1568w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/101724-HECHINGER-Pelican-MO-CM-11-copy-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/101724-HECHINGER-Pelican-MO-CM-11-copy-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/101724-HECHINGER-Pelican-MO-CM-11-copy-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/101724-HECHINGER-Pelican-MO-CM-11-copy-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1568px) 100vw, 1568px\">\u003cfigcaption class=\"wp-caption-text\">Incarcerated college students applaud Michael Anthony Mariscal, 32, after he gave a presentation about his own journey to turn his life around during a CalPoly Humboldt class on persuasive speaking at Pelican Bay State Prison in Crescent City, on Sept. 17, 2024. \u003ccite>(Manuel Orbegozo for Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Mariscal went on to say that his brother had received a life sentence and been murdered while in prison. Mariscal himself was given five life sentences. He declared that he did not expect ever to be released but finished by saying, “I can still live a meaningful life in here. Freedom is different for everybody.”\u003c/p>\n\u003cp>A shocked silence filled the room before classmate Darryl Baca spoke up. “That’s some raw stuff right here. I recognize the potential in you.”\u003c/p>\n\u003cp>“It’s not the first time I’ve cried after class,” the professor, Romi Hitchcock-Tinseth, said later, although she was teaching only her fourth session at the prison.\u003c/p>\n\u003cfigure id=\"attachment_12014139\" class=\"wp-caption alignnone\" style=\"max-width: 1568px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12014139\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/101724-HECHINGER-Pelican-MO-CM-13-copy.jpg\" alt=\"\" width=\"1568\" height=\"1046\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/101724-HECHINGER-Pelican-MO-CM-13-copy.jpg 1568w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/101724-HECHINGER-Pelican-MO-CM-13-copy-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/101724-HECHINGER-Pelican-MO-CM-13-copy-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/101724-HECHINGER-Pelican-MO-CM-13-copy-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/101724-HECHINGER-Pelican-MO-CM-13-copy-1536x1025.jpg 1536w\" sizes=\"auto, (max-width: 1568px) 100vw, 1568px\">\u003cfigcaption class=\"wp-caption-text\">Incarcerated college student Michael Anthony Mariscal, 32, center, leaves the education hallway with fellow classmates after school at Pelican Bay State Prison in Crescent City, Calif, on Sept. 17, 2024. \u003ccite>(Manuel Orbegozo for Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Mariscal’s speech exemplified everything officials at Cal Poly Humboldt hoped to accomplish when they set out to create a satellite campus at one of the most notorious prisons in the country. They knew that earning a degree could help some men shorten their sentences and possibly land well-paying jobs once released. But they also hoped that the classes, and the camaraderie fostered there, would pay immediate dividends, lessening violence at the prison and improving students’ daily behaviors. Seeing Mariscal address his past while both sharing his feelings and mapping out a hopeful path forward just four weeks into the semester was validating, officials said.\u003c/p>\n\u003cp>California has been a leader in \u003ca href=\"https://calmatters.org/education/higher-education/college-beat/2021/10/prison-bachelors-degree-california-inside-out/\">prison education\u003c/a> programs, starting with a \u003ca href=\"https://lao.ca.gov/Publications/Report/4913#:~:text=In%202014%2C%20the%20state%20approved,closed%20to%20the%20general%20public).\">2014 rule\u003c/a> authorizing state funding for community colleges to set up programs for students who are incarcerated. Since then, some 25 community colleges and eight universities have established degree-granting programs that now cover every facility in the state. Humboldt’s Pelican Bay program is not only the state’s first bachelor’s initiative at a max-security prison; earlier this year, it became the first program in the country approved under new federal Department of Education rules to let incarcerated individuals access \u003ca href=\"https://now.humboldt.edu/news/prison-education-program-first-nation-receive-pell-grant-eligibility-under-new-federal-policy\">Pell Grant funds\u003c/a> to pay for college.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For about 29 years, Pell money had been largely prohibited for individuals who are incarcerated, with the exception of a small federal pilot program \u003ca href=\"https://www.vera.org/publications/second-chance-pell-six-years-of-expanding-access-to-education-in-prison\">that debuted in 2015\u003c/a>. The new Pell rules made 767,000 people at state prisons nationwide eligible to pay for college with federal funds — starting with a handful of those at Pelican Bay.\u003c/p>\n\u003cp>“We’re setting an example,” said Tony Wallin-Sato, a former Humboldt official who helped create the program. “If we can be successful at Pelican Bay, it can work anywhere.”\u003c/p>\n\u003cp>Pelican Bay is one of the most infamous prisons in the country. Built in 1989 in the extreme northwest corner of California, the facility was created to isolate its occupants in two ways. Many of the men who are incarcerated there hail from the Los Angeles area, nearly 700 miles south. And nearly half of the facility’s units were \u003ca href=\"https://www.nytimes.com/2015/08/04/health/solitary-confinement-mental-illness.html\">built for solitary confinement\u003c/a>, with some occupants stuck inside these 7-by-11-foot cells for decades.\u003c/p>\n\u003cp>A “60 Minutes” report in 1993 highlighted excessive force by guards, and a 1995 lawsuit exposed inadequate medical care. In 2013, people incarcerated there staged a two-month hunger strike that spread throughout the state’s prisons to protest the excessive use of \u003ca href=\"https://calmatters.org/justice/2022/09/california-solitary-confinement-bill/\">solitary confinement\u003c/a>.\u003c/p>\n\u003cp>But program staffers and people incarcerated at the facility say day-to-day life there now bears little resemblance to those days. About 400 of the prison’s 2,200 incarcerated men currently take classes that include GED preparation, courses from four community colleges and, now, Humboldt’s new bachelor’s program.\u003c/p>\n\u003cp>Pelican Bay “used to be one of the most violent prisons in the country. Now it’s not,” said Mark Taylor, a Humboldt official who spent more than 21 years incarcerated before helping to create this program.\u003c/p>\n\u003cp>In fact, incarcerated students openly drop hints around Kari Telaro Rexford, the prison’s supervisor of academic instruction, telling her they hope she’ll soon bring in a master’s degree program. “I’m trying,” she tells them.\u003c/p>\n\u003ch2>Humboldt prison program ‘makes people safer’\u003c/h2>\n\u003cp>Rebecca Silbert, the deputy superintendent of higher education for the state’s Department of Corrections and Rehabilitation, has watched every program that has started in the eight years since bachelor’s degree programs began in state prisons. “Because of the involvement of senior leadership,” she said, “Cal Poly Humboldt’s was the easiest by far.”\u003c/p>\n\u003cp>Yet Silbert admitted she first tried to talk officials out of creating this program. “Are you sure?” she said she asked them. “It’s easy to be starry-eyed in the beginning, but it’s an endeavor.”\u003c/p>\n\u003cp>Humboldt’s provost, Jenn Capps, said she agreed with that assessment but pushed on because the program “makes people safer.” Offering bachelor’s degree classes helps “disrupt the narrative” of violence in these men’s lives, making life safer for them, their families, guards at Pelican Bay, and ultimately the public, she argued.\u003c/p>\n\u003cp>“There are lots of myths out there about people who are incarcerated,” Capps said. “But everybody wants community safety. Offering prison education programs is key to community safety.”\u003c/p>\n\u003cp>A team of Cal Poly Humboldt officials worked for more than two years before beginning the program in January. The university’s communications department chair, Maxwell Schnurer, taught a class at the prison through the College of the Redwoods to understand why that community college’s program had been so successful. Redwoods began with one course at the prison in 2015, and its program has since mushroomed to 43 courses serving 390 students, said Tory Eagles, the college’s Pelican Bay Scholars program manager.\u003c/p>\n\u003cfigure id=\"attachment_12014137\" class=\"wp-caption alignnone\" style=\"max-width: 1568px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12014137\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/101724-HECHINGER-Pelican-MO-CM-03-copy.jpg\" alt=\"\" width=\"1568\" height=\"1045\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/101724-HECHINGER-Pelican-MO-CM-03-copy.jpg 1568w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/101724-HECHINGER-Pelican-MO-CM-03-copy-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/101724-HECHINGER-Pelican-MO-CM-03-copy-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/101724-HECHINGER-Pelican-MO-CM-03-copy-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/101724-HECHINGER-Pelican-MO-CM-03-copy-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1568px) 100vw, 1568px\">\u003cfigcaption class=\"wp-caption-text\">CalPoly Humboldt communications lecturer Romi Hitchcock-Tinseth discusses a presentation assignment with inmates during her persuasive speaking class at Pelican Bay State Prison in Crescent City on Sept. 17, 2024. \u003ccite>(Manuel Orbegozo for Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>As of this semester, the university has ramped up to four classes, each of which are taken by all of the school’s 23 students. Each student had already earned associate degrees and all are now communications majors. Humboldt’s five-year plan is to add other majors and expand to two more of the prison’s four yards, said Steve Ladwig, the director of the university’s Transformative and Restorative Education Center.\u003c/p>\n\u003cp>Being the first program the federal government authorized to use Pell Grants for incarcerated men put a spotlight on Humboldt’s work. However, actually getting those funds has proven to be hard, largely because of the federal Department of Education’s botched rollout of the Free Application for Federal Student Aid, or FAFSA, last year.\u003c/p>\n\u003cp>Although all of Humboldt’s students are eligible for Pell, only about half of the 23 have had their applications reviewed by the Department of Education so far, said Ladwig. While the university waits for approval of its students’ Pell Grants, it is covering tuition for each student, he added.\u003c/p>\n\u003cp>When Humboldt staged a ceremony to hand incarcerated individuals their college acceptance letters, Ladwig had to venture to the prison’s solitary confinement wing to deliver Mariscal’s letter because he was being punished for getting into a fight.\u003c/p>\n\u003ch2>Decades in solitary confinement\u003c/h2>\n\u003cp>Darryl Baca — the student who praised Mariscal after his classroom speech — epitomizes the entire history of Pelican Bay. He came to the prison in 1990, only months after it opened. He spent his first 25 years in solitary confinement, where many incarcerated individuals with gang backgrounds were placed. He was part of the \u003ca href=\"https://www.kqed.org/forum/2010101905589/how-a-massive-california-prison-hunger-strike-overhauled-solitary-confinement\">2013 hunger strike \u003c/a>that led to changes in how the prison uses solitary. Now, he’s not only a straight-A student but someone both staff and fellow students look to for guidance.\u003c/p>\n\u003cp>As Mariscal unspooled his revelation, Baca noticed the seven-minute timer the instructor had set was about to go off and interrupt his speech. From his seat at the front of the class, Baca reached over and deftly paused the timer while handing Mariscal a tissue.\u003c/p>\n\u003cp>Baca said it took him three tries to earn his GED. Later, he used correspondence courses to secure an associate degree. He continued his education with College of the Redwood’s courses and said he recently passed up a chance to transfer to a lower-security prison because of his Humboldt classes.\u003c/p>\n\u003cp>“It’s the opportunity of a lifetime,” he said. The college classes have erased the barriers that typically exist among prisoners of different backgrounds, he explained. While classmates support each other, many people at the prison “are making better choices now. The culture has evolved. We’re like a campus now.”\u003c/p>\n\u003cp>Baca isn’t the only person incarcerated at Pelican Bay who has rejected possible transfers to other prisons. Others said they made the difficult decision to pass up the chance to be moved closer to home and earn a lower-security designation because they wanted to continue in Humboldt’s classes. “I told my family, ‘I want to see you and get closer, but I can’t transfer,’” said Davion Holman, 35, who is originally from the Los Angeles area. Holman, sentenced to 31 years in 2013, told his classmates that before being arrested, he liked school. “I knew I was smart, but I was content being stupid,” he said.\u003c/p>\n\u003cp>“We take it serious because it is serious,” he added.\u003c/p>\n\u003cp>Humboldt Professor Roberto Mónico, who teaches a course called multiethnic resistance in the U.S., says at times, it feels more like a graduate-level seminar than an undergraduate class. Students are well prepared, he said, with “all the readings marked up,” and they drop in references to the theories of Plato and Aristotle. Yet they can be sensitive about not knowing how to create a PowerPoint presentation or other computer skills because of their lack of formal education.\u003c/p>\n\u003cp>“If I tell them to read two out of five essays, they read all five,” said Hitchcock-Tinseth. Added Ladwig: “They are phenomenally well prepared to take on a bachelor’s degree.”\u003c/p>\n\u003cp>Being in a college classroom and able to debate ideas freely is “not mirrored in a lot of other prison experiences,” said Ruth Delaney, who directs the Vera Institute of Justice’s Unlocking Potential initiative, which helps colleges develop prison programs.\u003c/p>\n\u003cfigure id=\"attachment_12014136\" class=\"wp-caption alignright\" style=\"max-width: 1568px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12014136\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/101724-HECHINGER-Pelican-MO-CM-04-copy.jpg\" alt=\"\" width=\"1568\" height=\"1960\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/101724-HECHINGER-Pelican-MO-CM-04-copy.jpg 1568w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/101724-HECHINGER-Pelican-MO-CM-04-copy-800x1000.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/101724-HECHINGER-Pelican-MO-CM-04-copy-1020x1275.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/101724-HECHINGER-Pelican-MO-CM-04-copy-160x200.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/101724-HECHINGER-Pelican-MO-CM-04-copy-1229x1536.jpg 1229w\" sizes=\"auto, (max-width: 1568px) 100vw, 1568px\">\u003cfigcaption class=\"wp-caption-text\">Francisco Vallejo, an incarcerated college student with a passion for multicultural resistance courses, poses in front of a mural painted by inmates at Pelican Bay State Prison in Crescent City on Sept. 17, 2024. \u003ccite>(Manuel Orbegozo for Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Francisco Vallejo admitted he struggled when he first began taking community college classes, dropping some before trying again the next semester. But now he hopes his academic progress will bolster his case for parole in 2026. “I had to train to be a student,” he said. “Redwoods gives you the tools, but you use them at Humboldt.”\u003c/p>\n\u003cp>Student Dom Congiardo said the prison environment teaches people to guard their feelings. But taking college classes shows them “you don’t have to be afraid to open up,” he said. “You won’t be judged for it. It’s all new territory for us.”\u003c/p>\n\u003cp>Carlson Bryant is another student who declined a transfer to stay in Humboldt’s program. At 41 years old, he’s been at Pelican Bay since 2003, more than half his life.\u003c/p>\n\u003cp>Bryant said he was scared of the prison’s reputation when he came to Pelican Bay at age 19. “In the beginning, I would have left so fast,” he said. “But there’s too much positive stuff here. It changes you all the way around.”\u003c/p>\n\u003cp>\u003cem>Contact editor Lawrie Mifflin at 212-678-4078 or mifflin@hechingerreport.org.\u003c/em>\u003c/p>\n\u003cp>\u003cem>This story was produced with support from the Education Writers Association Reporting Fellowship program.\u003c/em>\u003c/p>\n\u003cp>\u003cem>This story about prison education was produced by \u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003ca href=\"https://hechingerreport.org/highereducation/\">Hechinger higher education newsletter\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>The University of California is eyeing a looming budget gap of half a billion dollars next year. To help balance the books it’s relying in part on its out-of-state undergraduates.\u003c/p>\n\u003cp>Meanwhile, the system is pouring tens of billions of dollars into construction projects for seismic retrofitting, new classrooms and medical centers — while also acknowledging it lacks the funding to build or renovate most of what it needs.\u003c/p>\n\u003cp>Out-of-state undergraduates at the UC are charged more than three times the total tuition in-state students are expected to pay. Now system leaders have increased the supplemental tuition for new nonresident undergraduates by $3,402 next fall, an amount that’s $2,208 more than what the supplemental tuition would increase by under existing UC policy.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>A UC regents committee approved the new hike Wednesday; the full board voted to green-light the measure today.\u003c/p>\n\u003cp>One regent, Jose M. Hernandez, voted No. Two elected state leaders on the board, Lt. Gov. Eleni Kounalakis and Assembly Speaker Robert Rivas, abstained from voting.\u003c/p>\n\u003cp>“I just want to be on the record opposing the tuition increase, and also on the record recognizing the commitment of staff to continue to work to evaluate and understand these decisions to increase the cost of attendance for out of state students,” Kounalakis said today.\u003c/p>\n\u003cp>Under a \u003ca href=\"https://calmatters.org/education/higher-education/2021/07/uc-tuition-hike/\">model passed in 2021\u003c/a>, each new cohort of undergraduates sees higher tuition and fees than the previous crop of new students but that tuition stays flat for their time at the UC. In-state students are charged tuition and a systemwide fee. Out-of-state students are charged that plus a much larger supplemental fee. The base tuition and fee would go up as planned under the 2022 model; only the supplemental fee would rise at a higher than expected amount.\u003c/p>\n\u003cp>All told, it would mean new nonresident undergraduates would pay $52,536 in total mandatory tuition next fall, excluding separate campus fees that are an \u003ca href=\"https://admission.universityofcalifornia.edu/tuition-financial-aid/tuition-cost-of-attendance/\">average of $1,700\u003c/a>. Current new nonresident undergraduates \u003ca href=\"https://www.ucop.edu/operating-budget/_files/fees/202425/2024-25.pdf\">pay $48,636 annually (PDF)\u003c/a>, plus campus fees.\u003c/p>\n\u003cp>The move would affect the roughly \u003ca href=\"https://www.universityofcalifornia.edu/about-us/information-center/fall-enrollment-glance#ugentry\">15% of UC undergraduates\u003c/a>, including transfer students, who live outside of California and will begin their studies at the university system next fall. The increase wouldn’t affect current students or future graduate students.\u003c/p>\n\u003cp>“As UC prepares for an anticipated state budget cut that could impact student services across the entire system, we are proposing an increase to support core operations without raising costs for current students and California residents,” wrote UC spokesperson Omar Rodriguez in an email.\u003c/p>\n\u003cp>The hike would increase revenue by about $41 million for the system annually, Rodriguez wrote.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.youtube.com/live/3lngISvja2s?si=zdrPdTCtK5t-A0lD&t=3551\">impending half-billion shortfall next summer\u003c/a> would occur if state lawmakers and Gov. Gavin Newsom make good on a deal to delay previously promised new money for the UC and apply a cut to its state support.\u003c/p>\n\u003cp>UC’s operating revenue is estimated to be \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/nov24/f10.pdf#page=3\">about $53 billion in 2024–25 (PDF)\u003c/a>. Most of that is from the system’s medical services work, including hospitals. Its core mission of educating students, \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/nov24/f10.pdf#page=4\">largely faculty salary and benefits (PDF)\u003c/a> as well as financial aid, makes up about $11 billion of the system’s budget. That amount is \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/nov24/f10.pdf#page=4\">almost evenly paid (PDF)\u003c/a> for with state dollars and a combination of tuition revenue and other university funds.\u003c/p>\n\u003cp>It’s among the numerous fiscal details that emerged at the regents’ regularly scheduled November meeting, including the revelation that the UC plans to spend $30 billion to repair or replace its increasingly aging stock of academic buildings, medical centers and dorms by decade’s end. And yet, that massive sum falls far short of the 10-campus system’s stated construction needs — \u003ca href=\"https://www.youtube.com/live/3lngISvja2s?si=99wyMrJDoDasG7Ug&t=1643\">a total of $53 billion in projects without a funding source\u003c/a>.\u003c/p>\n\u003cp>The building spree is occurring as UC trundles\u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/nov24/f8attach4.pdf#page=11\"> toward a goal of adding 23,000 new California students by 2030 (PDF)\u003c/a> — fueled in part by lawmaker demands that the vaunted system make space for more California high schoolers.\u003c/p>\n\u003ch2>The tuition hike in context\u003c/h2>\n\u003cp>In some ways the emphasis on out-of-state students is a return to form for the UC, which both relies on these students for the much higher tuition they pay but also is under pressure by lawmakers to \u003ca href=\"https://calmatters.org/education/higher-education/2021/09/uc-out-of-state-tuition/\">limit how many non-Californian undergraduates the system enrolls\u003c/a>.\u003c/p>\n\u003cp>Eduardo Tapia Jr-Urbieta, an executive officer for the UC Student Association, which represents undergraduate students, said that the student association opposes the increase. “Opportunity to higher education should not face any more barriers. Instead of increasing the salaries of UC administrators, let’s make sure college is more affordable for all,” he told regents yesterday.\u003c/p>\n\u003cp>Those September raises came in two waves: \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/sept24/g2.pdf\">4.2% (PDF)\u003c/a> for senior UC officials, such as the system president and most campus chancellors, and \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/sept24/g4.pdf\">extra raises (PDF)\u003c/a>, including for most of the chancellors — ranging from \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/sept24/g3.pdf#page=3\">16% to 33% (PDF)\u003c/a>. The extra chancellor raises are paid with private donations, not tuition or state support. The updated chancellor salaries range from $785,000 to nearly $1.2 million\u003c/p>\n\u003cp>Nonresident undergraduate students tend to have \u003ca href=\"https://accountability.universityofcalifornia.edu/2023/chapters/chapter-2.html#:~:text=the%20data%20glossary.-,2.2%20INCOME%20PROFILE,-A%20large%20proportion\">higher family incomes than resident students\u003c/a>. In 2021, 45% of nonresident undergraduates had family incomes of above $185,000. The same was true for 25% of undergraduates from California. Nearly three-quarters of nonresident undergraduates came from households exceeding $93,000; for California-based undergrads, it was 45%.\u003c/p>\n\u003cp>Still, nonresident students on average pay much more to attend a UC campus, even after all financial aid \u003ca href=\"https://www.universityofcalifornia.edu/about-us/information-center/undergraduate-affordability#Netcostoftrend\">is factored into their costs\u003c/a>. The net price — which includes tuition, housing and other related costs minus grants and scholarships — for resident undergraduates with household incomes above $180,000 was around $37,000 a year last fall. For nonresident undergraduates, the average net price was $67,000.\u003c/p>\n\u003cp>“I support it (the nonresident tuition increase). I’ll get pushback for that, but here we are,” said Josiah Beharry, a student regent who can cast a vote on the board.\u003c/p>\n\u003cp>UC officials said that compared to some other major public universities, UC’s nonresident undergraduates \u003ca href=\"https://www.youtube.com/live/3lngISvja2s?si=wdlQCmWop4RGp5M8&t=3101\">pay lower nonresident fees\u003c/a>. For example, University of Michigan nonresident students paid $11,500 more than their nonresident UC peers in 2023-24. University of Virginia nonresident undergraduate paid $7,000 more. Even when adjusting for living costs, nonresident Californians are charged less for their education, UC officials said.\u003c/p>\n\u003cp>UC policy permits 20% of new nonresident tuition revenue to be \u003ca href=\"https://www.ucop.edu/enrollment-services/policies/universitywide-program-policies-and-guidelines/revised-administrative-guidelines-for-usap-and-select-aid-programs-final-002.pdf#page=6\">reserved for financial aid for nonresident undergraduates (PDF)\u003c/a>.\u003c/p>\n\u003ch2>$30 billion in planned construction\u003c/h2>\n\u003cp>The $30 billion construction plan — and $50 billion in projects without a funding source — were spelled out in a new, \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/nov24/f8attach4.pdf\">207-page report detailing (PDF)\u003c/a> construction plans that UC budget officials presented to the system’s regents yesterday.\u003c/p>\n\u003cp>“The University’s enrollment growth and continuing needs for renewal, modernization and seismic correction of existing facilities are the key drivers of capital investments,” \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/nov24/f9attach1.pdf#page=17\">the report said (PDF)\u003c/a>.\u003c/p>\n\u003cp>Cranes have been soaring above the system’s campus skylines for years.\u003c/p>\n\u003cp>Since 2011, the UC has added beds for 42,000 students, growing from nearly 75,000 beds. The increase means the system can house 40% of its students, up from 32% a decade ago.\u003c/p>\n\u003cp>And UC isn’t done as it’s on track to build dorm space for 14,000 new beds at all nine undergraduate-serving campuses through 2030 — at a cost of $6.9 billion. That’s nearly half-a-million-dollars per bed.\u003c/p>\n\u003cp>But while student housing projects can largely pay for themselves over time through the rents campuses charge, classroom buildings have fewer sources of cash beyond system bonds and state dollars — which the UC says are hardly enough to meet campus needs.[aside label=\"Related Stories\" postID=\"news_12006322,news_11986301,news_11987878\"]Take for example all the seismic repairs UC says it must undergo to extend the life of its buildings, with structures built in the 1950s and 1960s \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/nov24/f8attach4.pdf#page=18\">representing the largest chunk of UC’s gargantuan building footprint (PDF)\u003c/a>. UC has $16 billion in seismic retrofit needs but only identified funding for 16% of that, or $2.5 billion, \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/nov24/f8attach4.pdf#page=16\">last academic year (PDF)\u003c/a>.\u003c/p>\n\u003cp>It’s not just finding money that’s a concern for UC. As buildings undergo remodeling, the classrooms, research and other activity core to the system’s mission has to continue. “The scope and complexity of planning required to minimize these disruptions can often necessitate the construction of temporary or replacement space,” the report read.\u003c/p>\n\u003cp>The scale of the need is vast. According to the UC, about 1,464 buildings require seismic upgrades across the system.\u003c/p>\n\u003cp>UC officials disclosed yesterday that the system is debuting a new plan in which campuses will reduce its backlog of structures that need seismic upgrades by 4% annually, with the structures most in need of an overhaul receiving priority.\u003c/p>\n\u003cp>And then there’s all the new construction UC needs. The system \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/nov24/f8attach4.pdf#page=21\">completed 139 projects at a cost of $1.4 billion last academic year (PDF)\u003c/a> — but has more than $20 billion in active construction\u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/nov24/f8attach4.pdf#page=24\"> plans for about 400 projects (PDF)\u003c/a>. More than half of those are for UC’s extensive medical care operation, in part to satisfy state rules on \u003ca href=\"https://calmatters.org/health/2023/01/seismic-safety-hospitals-california/\">strengthening hospitals to better withstand earthquakes\u003c/a>.\u003c/p>\n\u003cp>Through 2030, UC’s construction plans total $30 billion, with about $12 billion \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/nov24/f8attach4.pdf#page=29\">for its medical centers (PDF)\u003c/a>. Philanthropy helps pay for all those projects, but only a little. Just about $2 billion of the construction plan budget \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/nov24/f8attach4.pdf#page=31\">will come from gifts (PDF)\u003c/a>. About $300 million will come from state funds directly — a relatively tiny portion of the overall revenue picture for the system’s six-year building plan. Much of the projects will be paid for \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/nov24/f8attach4.pdf#page=31\">with external financing (PDF)\u003c/a>, such as bonds that the system sells to investors.\u003c/p>\n\u003cp>But that’s just projects with a funding source. UC Berkeley, for example, has more than $14 billion in construction needs but has identified the funding for just about \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/nov24/f8attach4.pdf#page=39\">$2.8 billion of that (PDF)\u003c/a>.\u003c/p>\n\u003cp>What is getting built at the system’s oldest campus? For starters, a new undergraduate academic building that’ll include 27 classrooms and a 400-seat auditorium with a rooftop terrace. \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/nov24/f8attach4.pdf#page=41\">All of that costs $137 million (PDF)\u003c/a>. It’s scheduled to open in the 2025–26 academic year.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "The University of California anticipates more than a $500 million budget gap next summer, so It’s increasing tuition by at least $3,402 for new nonresident students next fall. Meanwhile, the system is planning billions in construction projects.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The University of California is eyeing a looming budget gap of half a billion dollars next year. To help balance the books it’s relying in part on its out-of-state undergraduates.\u003c/p>\n\u003cp>Meanwhile, the system is pouring tens of billions of dollars into construction projects for seismic retrofitting, new classrooms and medical centers — while also acknowledging it lacks the funding to build or renovate most of what it needs.\u003c/p>\n\u003cp>Out-of-state undergraduates at the UC are charged more than three times the total tuition in-state students are expected to pay. Now system leaders have increased the supplemental tuition for new nonresident undergraduates by $3,402 next fall, an amount that’s $2,208 more than what the supplemental tuition would increase by under existing UC policy.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>A UC regents committee approved the new hike Wednesday; the full board voted to green-light the measure today.\u003c/p>\n\u003cp>One regent, Jose M. Hernandez, voted No. Two elected state leaders on the board, Lt. Gov. Eleni Kounalakis and Assembly Speaker Robert Rivas, abstained from voting.\u003c/p>\n\u003cp>“I just want to be on the record opposing the tuition increase, and also on the record recognizing the commitment of staff to continue to work to evaluate and understand these decisions to increase the cost of attendance for out of state students,” Kounalakis said today.\u003c/p>\n\u003cp>Under a \u003ca href=\"https://calmatters.org/education/higher-education/2021/07/uc-tuition-hike/\">model passed in 2021\u003c/a>, each new cohort of undergraduates sees higher tuition and fees than the previous crop of new students but that tuition stays flat for their time at the UC. In-state students are charged tuition and a systemwide fee. Out-of-state students are charged that plus a much larger supplemental fee. The base tuition and fee would go up as planned under the 2022 model; only the supplemental fee would rise at a higher than expected amount.\u003c/p>\n\u003cp>All told, it would mean new nonresident undergraduates would pay $52,536 in total mandatory tuition next fall, excluding separate campus fees that are an \u003ca href=\"https://admission.universityofcalifornia.edu/tuition-financial-aid/tuition-cost-of-attendance/\">average of $1,700\u003c/a>. Current new nonresident undergraduates \u003ca href=\"https://www.ucop.edu/operating-budget/_files/fees/202425/2024-25.pdf\">pay $48,636 annually (PDF)\u003c/a>, plus campus fees.\u003c/p>\n\u003cp>The move would affect the roughly \u003ca href=\"https://www.universityofcalifornia.edu/about-us/information-center/fall-enrollment-glance#ugentry\">15% of UC undergraduates\u003c/a>, including transfer students, who live outside of California and will begin their studies at the university system next fall. The increase wouldn’t affect current students or future graduate students.\u003c/p>\n\u003cp>“As UC prepares for an anticipated state budget cut that could impact student services across the entire system, we are proposing an increase to support core operations without raising costs for current students and California residents,” wrote UC spokesperson Omar Rodriguez in an email.\u003c/p>\n\u003cp>The hike would increase revenue by about $41 million for the system annually, Rodriguez wrote.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.youtube.com/live/3lngISvja2s?si=zdrPdTCtK5t-A0lD&t=3551\">impending half-billion shortfall next summer\u003c/a> would occur if state lawmakers and Gov. Gavin Newsom make good on a deal to delay previously promised new money for the UC and apply a cut to its state support.\u003c/p>\n\u003cp>UC’s operating revenue is estimated to be \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/nov24/f10.pdf#page=3\">about $53 billion in 2024–25 (PDF)\u003c/a>. Most of that is from the system’s medical services work, including hospitals. Its core mission of educating students, \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/nov24/f10.pdf#page=4\">largely faculty salary and benefits (PDF)\u003c/a> as well as financial aid, makes up about $11 billion of the system’s budget. That amount is \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/nov24/f10.pdf#page=4\">almost evenly paid (PDF)\u003c/a> for with state dollars and a combination of tuition revenue and other university funds.\u003c/p>\n\u003cp>It’s among the numerous fiscal details that emerged at the regents’ regularly scheduled November meeting, including the revelation that the UC plans to spend $30 billion to repair or replace its increasingly aging stock of academic buildings, medical centers and dorms by decade’s end. And yet, that massive sum falls far short of the 10-campus system’s stated construction needs — \u003ca href=\"https://www.youtube.com/live/3lngISvja2s?si=99wyMrJDoDasG7Ug&t=1643\">a total of $53 billion in projects without a funding source\u003c/a>.\u003c/p>\n\u003cp>The building spree is occurring as UC trundles\u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/nov24/f8attach4.pdf#page=11\"> toward a goal of adding 23,000 new California students by 2030 (PDF)\u003c/a> — fueled in part by lawmaker demands that the vaunted system make space for more California high schoolers.\u003c/p>\n\u003ch2>The tuition hike in context\u003c/h2>\n\u003cp>In some ways the emphasis on out-of-state students is a return to form for the UC, which both relies on these students for the much higher tuition they pay but also is under pressure by lawmakers to \u003ca href=\"https://calmatters.org/education/higher-education/2021/09/uc-out-of-state-tuition/\">limit how many non-Californian undergraduates the system enrolls\u003c/a>.\u003c/p>\n\u003cp>Eduardo Tapia Jr-Urbieta, an executive officer for the UC Student Association, which represents undergraduate students, said that the student association opposes the increase. “Opportunity to higher education should not face any more barriers. Instead of increasing the salaries of UC administrators, let’s make sure college is more affordable for all,” he told regents yesterday.\u003c/p>\n\u003cp>Those September raises came in two waves: \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/sept24/g2.pdf\">4.2% (PDF)\u003c/a> for senior UC officials, such as the system president and most campus chancellors, and \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/sept24/g4.pdf\">extra raises (PDF)\u003c/a>, including for most of the chancellors — ranging from \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/sept24/g3.pdf#page=3\">16% to 33% (PDF)\u003c/a>. The extra chancellor raises are paid with private donations, not tuition or state support. The updated chancellor salaries range from $785,000 to nearly $1.2 million\u003c/p>\n\u003cp>Nonresident undergraduate students tend to have \u003ca href=\"https://accountability.universityofcalifornia.edu/2023/chapters/chapter-2.html#:~:text=the%20data%20glossary.-,2.2%20INCOME%20PROFILE,-A%20large%20proportion\">higher family incomes than resident students\u003c/a>. In 2021, 45% of nonresident undergraduates had family incomes of above $185,000. The same was true for 25% of undergraduates from California. Nearly three-quarters of nonresident undergraduates came from households exceeding $93,000; for California-based undergrads, it was 45%.\u003c/p>\n\u003cp>Still, nonresident students on average pay much more to attend a UC campus, even after all financial aid \u003ca href=\"https://www.universityofcalifornia.edu/about-us/information-center/undergraduate-affordability#Netcostoftrend\">is factored into their costs\u003c/a>. The net price — which includes tuition, housing and other related costs minus grants and scholarships — for resident undergraduates with household incomes above $180,000 was around $37,000 a year last fall. For nonresident undergraduates, the average net price was $67,000.\u003c/p>\n\u003cp>“I support it (the nonresident tuition increase). I’ll get pushback for that, but here we are,” said Josiah Beharry, a student regent who can cast a vote on the board.\u003c/p>\n\u003cp>UC officials said that compared to some other major public universities, UC’s nonresident undergraduates \u003ca href=\"https://www.youtube.com/live/3lngISvja2s?si=wdlQCmWop4RGp5M8&t=3101\">pay lower nonresident fees\u003c/a>. For example, University of Michigan nonresident students paid $11,500 more than their nonresident UC peers in 2023-24. University of Virginia nonresident undergraduate paid $7,000 more. Even when adjusting for living costs, nonresident Californians are charged less for their education, UC officials said.\u003c/p>\n\u003cp>UC policy permits 20% of new nonresident tuition revenue to be \u003ca href=\"https://www.ucop.edu/enrollment-services/policies/universitywide-program-policies-and-guidelines/revised-administrative-guidelines-for-usap-and-select-aid-programs-final-002.pdf#page=6\">reserved for financial aid for nonresident undergraduates (PDF)\u003c/a>.\u003c/p>\n\u003ch2>$30 billion in planned construction\u003c/h2>\n\u003cp>The $30 billion construction plan — and $50 billion in projects without a funding source — were spelled out in a new, \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/nov24/f8attach4.pdf\">207-page report detailing (PDF)\u003c/a> construction plans that UC budget officials presented to the system’s regents yesterday.\u003c/p>\n\u003cp>“The University’s enrollment growth and continuing needs for renewal, modernization and seismic correction of existing facilities are the key drivers of capital investments,” \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/nov24/f9attach1.pdf#page=17\">the report said (PDF)\u003c/a>.\u003c/p>\n\u003cp>Cranes have been soaring above the system’s campus skylines for years.\u003c/p>\n\u003cp>Since 2011, the UC has added beds for 42,000 students, growing from nearly 75,000 beds. The increase means the system can house 40% of its students, up from 32% a decade ago.\u003c/p>\n\u003cp>And UC isn’t done as it’s on track to build dorm space for 14,000 new beds at all nine undergraduate-serving campuses through 2030 — at a cost of $6.9 billion. That’s nearly half-a-million-dollars per bed.\u003c/p>\n\u003cp>But while student housing projects can largely pay for themselves over time through the rents campuses charge, classroom buildings have fewer sources of cash beyond system bonds and state dollars — which the UC says are hardly enough to meet campus needs.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Take for example all the seismic repairs UC says it must undergo to extend the life of its buildings, with structures built in the 1950s and 1960s \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/nov24/f8attach4.pdf#page=18\">representing the largest chunk of UC’s gargantuan building footprint (PDF)\u003c/a>. UC has $16 billion in seismic retrofit needs but only identified funding for 16% of that, or $2.5 billion, \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/nov24/f8attach4.pdf#page=16\">last academic year (PDF)\u003c/a>.\u003c/p>\n\u003cp>It’s not just finding money that’s a concern for UC. As buildings undergo remodeling, the classrooms, research and other activity core to the system’s mission has to continue. “The scope and complexity of planning required to minimize these disruptions can often necessitate the construction of temporary or replacement space,” the report read.\u003c/p>\n\u003cp>The scale of the need is vast. According to the UC, about 1,464 buildings require seismic upgrades across the system.\u003c/p>\n\u003cp>UC officials disclosed yesterday that the system is debuting a new plan in which campuses will reduce its backlog of structures that need seismic upgrades by 4% annually, with the structures most in need of an overhaul receiving priority.\u003c/p>\n\u003cp>And then there’s all the new construction UC needs. The system \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/nov24/f8attach4.pdf#page=21\">completed 139 projects at a cost of $1.4 billion last academic year (PDF)\u003c/a> — but has more than $20 billion in active construction\u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/nov24/f8attach4.pdf#page=24\"> plans for about 400 projects (PDF)\u003c/a>. More than half of those are for UC’s extensive medical care operation, in part to satisfy state rules on \u003ca href=\"https://calmatters.org/health/2023/01/seismic-safety-hospitals-california/\">strengthening hospitals to better withstand earthquakes\u003c/a>.\u003c/p>\n\u003cp>Through 2030, UC’s construction plans total $30 billion, with about $12 billion \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/nov24/f8attach4.pdf#page=29\">for its medical centers (PDF)\u003c/a>. Philanthropy helps pay for all those projects, but only a little. Just about $2 billion of the construction plan budget \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/nov24/f8attach4.pdf#page=31\">will come from gifts (PDF)\u003c/a>. About $300 million will come from state funds directly — a relatively tiny portion of the overall revenue picture for the system’s six-year building plan. Much of the projects will be paid for \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/nov24/f8attach4.pdf#page=31\">with external financing (PDF)\u003c/a>, such as bonds that the system sells to investors.\u003c/p>\n\u003cp>But that’s just projects with a funding source. UC Berkeley, for example, has more than $14 billion in construction needs but has identified the funding for just about \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/nov24/f8attach4.pdf#page=39\">$2.8 billion of that (PDF)\u003c/a>.\u003c/p>\n\u003cp>What is getting built at the system’s oldest campus? For starters, a new undergraduate academic building that’ll include 27 classrooms and a 400-seat auditorium with a rooftop terrace. \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/nov24/f8attach4.pdf#page=41\">All of that costs $137 million (PDF)\u003c/a>. It’s scheduled to open in the 2025–26 academic year.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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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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"marketplace": {
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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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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"morning-edition": {
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"onourwatch": {
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"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"on-the-media": {
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"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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},
"pbs-newshour": {
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},
"perspectives": {
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"order": 14
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"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
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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",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
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"order": 5
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"possible": {
"id": "possible",
"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",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
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"source": "Possible"
},
"link": "/radio/program/possible",
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"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
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},
"pri-the-world": {
"id": "pri-the-world",
"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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},
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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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